Educational Game Evaluation 2021

Game Title Quick Logic Puzzles https://play.google.com/store/apps/details?id=com.eggheadgames.quicklogicproblems&hl=en_US&gl=US

Game Type ______ Web-Based Game _X__ App-Based Game

When choosing a game to be used in the classroom, many things need to be considered in order for the game to be an effective
classroom tool. The game play, navigation, interface tools, educational content, Bloom’s Taxonomy, Thoughtful Education
strategies, differentiation of instruction, teacher guidance, and resources must all be considered. The following rubric can be
used to evaluate games and simulations for use in the elementary classroom.

Explanation of Points

19-27: Game has value on multiple levels and can be used in the classroom for student learning enhancement. The game uses
teacher resources, Bloom’s taxonomy, current and proven research-based education practices. It also has teacher resources and
supplements to help integrate the game into the classroom. This game also scaffolds and differentiates play for all learners
including ELL students, Exceptional Education learners, below grade level, on level, and above level learners including Gifted
Students. It also requires the student to use a variety of strategies and skills in order to complete the goals and objectives. It is
also user friendly, tracks student progress, and engages students on multiple levels.

10-18: Game meets at least 5 categories of criteria. It can be used in the classroom as a supplement but not as the main lesson.
It uses some research-based education practices and provides some material to be used in lesson plans and game play. The
teacher may still need to bring in additional material to integrate the game in the classroom. It engages students’ on a few
levels and is mostly user friendly. Tracks some student progress but does not gather data. Game may differentiate for some
students, but not all students. Students may use 1-2 strategies in order to complete game play but not a variety of skills.

0-9: This game should not be used in the classroom or for learning purposes.

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Educational Game Evaluation 2021

Evaluation Rubric for Educational Game

1 2 3
Criteria Score
Needs Improvement Satisfactory Exemplary
Game is not age appropriate. There is Game is age appropriate for majority Game is age appropriate. There is no
questionable language or action. The of target demographic. There is no questionable language or action. The 3
story is not simple and easily questionable language or actions to be story is simple and easy to
understood. Goals and objectives for taken by students. The story is understand. Goals and objectives for
the student are unclear or not somewhat simple and easy to each level are explicit to the student’s
displayed. The game demographic is understand. Goals and objectives for learning abilities. Storyline and
not the student’s age level. There are each level are clear and attainable for character interaction is easily
too many choices and the student the student to achieve. Game understood. There are limited choices
does not have control over their path. attempts to integrate different levels and at least two-three different
Dialog is not simple or understood of learning and student ability levels. outcome paths. Students have control
between the students and the Graphics and sound mostly go with over which direction and path their
characters in the game. Instructions game play but may have a few character can take. Dialog between
Game Play are hard to follow or not easily “empty” screens and sounds. Sounds students and characters or
understood. Graphics and sounds are do not always match up with screens instructions are simple for student to
not aligned with the game or the story or may be slow in loading. Some game understand. Graphics and sound work
of the game. There is not an easy way screens may have “extra” items but with the game and there are no
for a student to recall information does not interfere in game play. There “extras” unless needed in the levels of
needed for game play. There is no is a place for students to collect and game play or the simulation. There are
tutorial mode or instructions given for store items and can easily recall places for students to store tools and
game play. information needed for game play items collected or a place to drop
throughout. There is a short tutorial items no longer needed. Students
mode that explains most of the have the option to go through a
navigation and game play. tutorial mode to understand game
play and navigation.
The game Quick Logic does an exemplary job meeting the criteria in this category. The directions are simple and easy to follow.
Summary of
The game allows players to use logic to navigate to each level. The player has only limited options to progress through each step.
Game Play The progression allows players to analyze, apply, evaluate, and create (Bloom’s Taxonomy) to reach higher and higher levels.
Navigation The student struggles with navigation Navigation is somewhat intuitive for Navigation is intuitive to the age
which does not allow for easier game the student or age group. Tools and group. Tools and buttons are within 3
play. Tools and buttons are not within buttons are simple but may not be easy reach of students. Minimum
easy reach and so students cannot easily reached by all students. There is thought required by students to use
navigate easily. There is no audio some thought required by students to tools to navigate their Avatar through

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Educational Game Evaluation 2021

option available to read students navigate but it does not interfere in game screens and interact with game
dialog or other game information if game play. Students have more than characters. Audio available for lower
needed. Students are given a generic once choice if the Avatar is a generic level learners and ELL students. Tools
avatar to play game. Too much one. They can customize the Avatar and buttons are intuitive to the
thought is required to navigate game somewhat. Audio is available only in student playing so as not to interfere
pathways causing interruption in some parts of the game. Tools and in game play or thought process.
game play for the student. buttons are somewhat intuitive and
do not interfere in game play.
For the 11th and 12th graders I am using the game with, the navigation is easy to understand. There are no avatars for students to
Summary of
choose. The choice of direction is the only available options. Each new scenario is the same difficulty, however the clues give are in
Navigation varying degrees of difficulty.
Keyboard and other navigational tools Medium difficulty in keyboard and Easy keyboard or mouse controls to
are complicated or hard to use mouse controls. Allows some point move through screens and levels. Uses 3
through the screens and levels. Uses and click action to move through point and click and indicator arrows
keyboard letters or keys that are too screens but may need the keys such as for important information and has a
spread out interfering in game play W, S, A, D in order to move forward, “hint” box students can use to prevent
and natural flow of the game. There backward and left and right. May frustration and allow students to stay
are no hints or ways to indicate to require the student to practice more engaged in game. Hint box needs
Interface Tools students’ important information. with the controls in order to navigate specific types of items collected to use
the game. There is a hint box available which are indicated in the game
in some parts of the game such as tutorial. Hint box must “reload” in
new levels or new quests. Tutorial can order to use.
be repeated but may interfere in
game play.

Summary of The mouse is the only input needed. Students are only putting dots and x’s in the grid to determine the owners.
Interface Tools
Game has no educational content or Game has some educational value and Game is clearly aligned with
concepts that integrate into teachers’ can be identified as a useful tool in educational standards. Teacher can 2
planned curriculum. Game is not some content areas. Game may be easily integrate game into lesson plans
Educational aligned with Educational Standards. somewhat aligned with educational and classroom activities.
Content standards. Teacher may need to pull
supplemental material in order to
integrate game into lesson plans and
classroom activities.
Summary of Quick Logic has educational value, but not in the true sense. In Discrete mathematics, the topic Truth tables is discussed. Using the

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Educational Game Evaluation 2021

Educational game as an introduction to logic helps with the Boolean Algebra needed to be successful in logic studies.
Content
Only the lower levels of Bloom’s Some higher-level Bloom’s taxonomy
taxonomy are used. These include is addressed but game is mostly
remembering, understanding, and middle to lower level Bloom’s. These
applying. include applying, remembering,
understanding, and some evaluation
Bloom’s and analyzing of game situations in
Taxonomy order to solve problems and combine
multiple pieces of information in order
to complete game. Does not allow
students to create items or completely
customize their Avatar.
The higher order thinking skills of
Bloom’s taxonomy are required for 2
students to play the game. These
include evaluating, synthesizing, and
analyzing multiple pieces of
information and multiple parts of the
game in order to solve problems.
Allows students to create items
including their Avatar to engage
students.

Summary of Quick Logic allows the player to review the clues and deduce the owner and location of each scenario. The clues are progressively
Bloom’s more evasive. However, the player must also consider the options to reach the goal. Analyzing, creating, and applying are required
for the player to be successful, as well as the remember and understand levels of Bloom’s Taxonomy.
Taxonomy
There are no thoughtful education Some thoughtful education strategies Thoughtful Education strategies and
strategies integrated into game play are used and integrated into the game other researched based criteria are 2
and other research-based strategies play. May introduce students to new subtly integrated into game play such
are not used concepts such as word relationships as being introduced to new concepts
Thoughtful but does not allow comparison and ideas using comprehension
Educational between relationships. strategies in relation to Bloom’s
Strategies taxonomy. These may include new
vocabulary concepts, word and
situation relationships and comparing
a new situation to a previous
situation.
Summary of As a teacher, the game Quick Logic would be used as an introductory/activating strategy to a lesson on Truth Tables and Boolean
Thoughtful Algebra. The standards for learning these systems are not clearly defined by the state. The game shows a real-world application to
determine truth among the world of such examples as finding a wire not connected correctly, programming error, etc.
Educational
Strategies
Differentiation of Game play only has one level of play Game play has two or three levels of Game play allows for students to work
Instruction and does not allow for multiple or play and allows for some multiple or on multiple levels and platforms to 3
diverse groups of students the ability diverse groups of students the ability solve problems and resolve situations

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Educational Game Evaluation 2021

to play. The levels may be defined as
Easy, Medium, and Difficult but does
not allow students to move between
them based on performance.
Summary of At the completion of each game board, a new scenario is introduced. The next game might include a new subject, location, or a
Differentiation of new prize. Once you master that level, a new layer is added.
Instruction
No teacher interface allowing teacher
to track student progress or get
statistical information on students’
comprehension of game concepts. No
mini-lessons or the teacher interface
interrupts game play and disengages
Teacher Interface
student in game.
to play. Levels may be defined as Easy,
in the game. There levels may be
Medium, or Difficult but there is verydefined as Easy (below grade level and
little scaffolding or difference in all
simple directions); Medium (on grade
three levels. Does not allow for level); and Difficult (above grade level
movement between levels based on and challenging) in order to engage
performance. students on multiple levels of
performance. Scaffolding allows
students to flow between difficulty
levels based on their performance.
Interface allows teacher to look at Interface allows cloud navigation to
progress of students but does not track student progress through game 1
provide strategies or mini-lessons in play and present teaching strategies
order to help students through a to help a student through a difficult
difficult part of the game. Does not task or situation in the game play
allow students to practice problem while still allowing the student
solving. The teacher needs to pull in opportunities to practice problem-
additional information and create own solving. Shows teacher the specific
lessons based on student trouble- mini-lesson that can be used to help a
spots in the game. Teacher may have student at a particular level.
to watch student play game in order
to identify trouble-spots.

Summary of The game does not allow for any interface. This is purely used as an activating strategy for logic. The teacher could have the class
Teacher Interface play the game through the smart board. The concept would be better learned through exploration of the concepts.
Game has no teacher resources to be Some graphic organizers for student Includes thoughtful education graphic
used with students in the classroom to usage during gameplay. Instructions or organizers students can use during 1
help integrate game into lesson plans. Teacher Resource book included. May game play and mini-lessons that
not include lesson plan activities for teachers can use to help students
Game Resources
integration into classroom and through a particular difficult concept.
teacher may have to pull in and create Supplements include videos and
own resources. activities that can be used to integrate
game into classroom lessons.

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 Educational Game Evaluation 2021

Summary of Game has no teacher resources to be used with students in the classroom to help integrate game into lesson plans.
Game Resources
Total Score 20
Points: Summary of Evaluation
[Comments on Strengths, Weaknesses, Improvements, and Effectiveness go here]
Strengths: The game allows the player to explore the concept of logical progression. The player is able to navigate through the levels,
but with much needed analysist. The player gains confidence as well as math facts with each new addition. In the app, hints are given
when the player earns them. The player may also gain confidence by using the mistakes button. It will highlight the mistakes in a
player’s grid

Weaknesses: The game is not unlimited games. There are a lot available, but only thirty-five in the free pack. There is a game
available daily, but once it is completed it is a 24-hour wait time to start a new one.

Improvements: Giving players access to past puzzles would allow players an opportunity to gain experience using logic tables.
Reducing the clues to more obtuse clues would make students use the game to make logical conclusions.

6 CCU Computer-Assisted Language Learning | Dr. Corey Lee (clee@coastal.edu)