Educational Game Evaluation 2022

Game Title Build A Monster- Addition to Ten

Game Type ___x___ Web-Based Game ______ 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 objective s. 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 d oes 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.

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

Educational Game Evaluation 2022

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
story is not simple and easily
of target demographic. There is no
questionable language or actions to
questionable language or action. The
story is simple and easy to
2
understood. Goals and objectives for be 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.
This game is age appropriate for my second graders. It is very simple for them to navigate. The problems and answers are the only
things shown when they are prompted to answer the question. Being that there isn’t lots of unnecessary wording, they understand
exactly what their task is. Students can click a sound button for the answer to be read aloud to them but there isn’t a sound button
Summary of
for the question to be read aloud. This feature is very helpful for my ELL students and very low students who may not know all their
Game Play numbers yet. The sounds throughout the game work and play at the correct times. The game moves quickly and does not freeze or
lag, regardless of how fast a student answers the question. This game does not have a tutorial mode for students to practice. The
directions are written out, but most of my students would not be able to read them.

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

Educational Game Evaluation 2022

The student struggles with navigation
which does not allow for easier game
play. Tools and buttons are not within
easy reach and so students cannot
navigate easily. There is no audio
option available to read students
Navigation dialog or other game information if
needed. Students are given a generic
avatar to play game. Too much
thought is required to navigate game
pathways causing interruption in
game play for the student.
Navigation is great for this game. It is very simple and easy for my students to use. The buttons all work and take them to the exact
Summary of
place or thing they are trying to use. The sound button has a picture of sound clip art, so students are aware of where to click to get
Navigation the sound.
Keyboard and other navigational tools Medium difficulty in keyboard and
are complicated or hard to use
through the screens and levels. Uses
keyboard letters or keys that are too
spread out interfering in game play
and natural flow of the game. There
are no hints or ways to indicate to
Interface Tools students’ important information.
Navigation is somewhat intuitive for Navigation is intuitive to the age
the student or age group. Tools and group. Tools and buttons are within 3
buttons are simple but may not be easy reach of students. Minimum
easily reached by all students. There is thought required by students to use
some thought required by students to tools to navigate their Avatar through
navigate but it does not interfere in game screens and interact with game
game play. Students have more than characters. Audio available for lower
once choice if the Avatar is a generic level learners and ELL students. Tools
one. They can customize the Avatar and buttons are intuitive to the
somewhat. Audio is available only in student playing so as not to interfere
some parts of the game. Tools and in game play or thought process.
buttons are somewhat intuitive and
do not interfere in game play.
Easy keyboard or mouse controls to
mouse controls. Allows some point move through screens and levels. Uses 2
and click action to move through point and click and indicator arrows
screens but may need the keys such as for important information and has a
W, S, A, D in order to move forward, “hint” box students can use to prevent
backward and left and right. May frustration and allow students to stay
require the student to practice more engaged in game. Hint box needs
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.

This game doesn’t require students to use the keyboard. They only have to use the mouse to click the right answer or to have the
Summary of
answer choices read to them. However, this game doesn’t provide students with a hint box or support when they get something
Interface Tools incorrect.
Game has no educational content or Game has some educational value and Game is clearly aligned with
Educational concepts that integrate into teachers’ can be identified as a useful tool in educational standards. Teacher can 3
Content planned curriculum. Game is not some content areas. Game may be easily integrate game into lesson plans
aligned with Educational Standards. somewhat aligned with educational and classroom activities.

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

Educational Game Evaluation 2022

standards. Teacher may need to pull

supplemental material in order to
integrate game into lesson plans and
classroom activities.
This game can easily be aligned with the SC second grade math standard 2.ATO.2, which states that students should be
able to: “Demonstrate fluency with addition and related subtraction facts through 20.” Although this game only goes
Summary of
through addition facts up to 10, I could still use it as introduction lesson before introducing my students to addition and
Educational subtraction facts through 20. This game would also help me provide differentiation for my lower-level students when I
Content may be trying to let them become proficient with these facts while my higher students move to something more
challenging.
Only the lower levels of Bloom’s Some higher-level Bloom’s taxonomy The higher order thinking skills of
taxonomy are used. These include is addressed but game is mostly Bloom’s taxonomy are required for
remembering, understanding, and middle to lower level Bloom’s. These students to play the game. These
applying. include applying, remembering, include evaluating, synthesizing, and
understanding, and some evaluation analyzing multiple pieces of
Bloom’s and analyzing of game situations in information and multiple parts of the
Taxonomy order to solve problems and combine game in order to solve problems.
multiple pieces of information in order Allows students to create items 1
to complete game. Does not allow including their Avatar to engage
students to create items or completely students.
customize their Avatar.

Summary of Students are only required to remember the answers to the problems, understand how to find the answer if the are unsure, and
Bloom’s apply what they know about math facts to determine the answers. It does not require them to dig deeper or explain their thinking.
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 1
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.

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

Educational Game Evaluation 2022

Summary of This is a very simple game. It does not integrate thoughtful education-based strategies. It only quizzes students on math facts and
Thoughtful does not offer them any support if they answer incorrectly.
Educational
Strategies
Game play only has one level of play Game play has two or three levels of Game play allows for students to work
and does not allow for multiple or play and allows for some multiple or on multiple levels and platforms to 1
diverse groups of students the ability diverse groups of students the ability solve problems and resolve situations
to play. The levels may be defined as to play. Levels may be defined as Easy, in the game. There levels may be
Differentiation of Easy, Medium, and Difficult but does Medium, or Difficult but there is very defined as Easy (below grade level and
not allow students to move between little scaffolding or difference in all simple directions); Medium (on grade
Instruction them based on performance. 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.
Summary of This game only has one level and does not provide differentiation for students. The game only lets the student continue if the
Differentiation of answer correctly but does not challenge them when they answer correctly and does not give them easier problems if they answer
something incorrectly.
Instruction
No teacher interface allowing teacher Interface allows teacher to look at Interface allows cloud navigation to
to track student progress or get progress of students but does not track student progress through game 1
statistical information on students’ provide strategies or mini-lessons in play and present teaching strategies
comprehension of game concepts. No order to help students through a to help a student through a difficult
mini-lessons or the teacher interface difficult part of the game. Does not task or situation in the game play
interrupts game play and disengages allow students to practice problem while still allowing the student
Teacher Interface
student in game. 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 This game doesn’t allow the teacher to track the student’s progress or collect statistics. It also doesn’t provide any mini lessons.
Teacher Interface However, students do stay engaged in this game because they want to continue picking out their monster’s outfits and accessories.

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

 Educational Game Evaluation 2022

Game has no teacher resources to be
used with students in the classroom to
help integrate game into lesson plans.
Game Resources
Some graphic organizers for student
usage during gameplay. Instructions
or Teacher Resource book included.
May not include lesson plan activities
for integration into classroom and
teacher may have to pull in and create
own resources.
Includes thoughtful education graphic
organizers students can use during 1
game play and mini-lessons that
teachers can use to help students
through a particular difficult concept.
Supplements include videos and
activities that can be used to integrate
game into classroom lessons.

Summary of This game does not have any teacher resources that could be used in the classroom or integrated into a lesson plan.
Game Resources

Total Score 15

Points: Summary of Evaluation

[Comments on Strengths, Weaknesses, Improvements, and Effectiveness go here]
Strengths:
This game is very simple for students to navigate. It also allows gives them choices and lets them build their monster however they
would like, which keeps them engaged. The sounds and buttons throughout the game all work and match the progression of the game.
The game moves quickly and there isn’t any lagging or loading. No messages pop up that would require the students to decide what to
click or what they should do.

Weaknesses:
This game does not show a tutorial or allow students a practice round. The directions are typed out at the beginning, but low er-
level students would not be able to read the directions by themselves. This game doesn’t read the problems to the student, on ly
the answer choices. It doesn’t provide students with a hint box or resources that can help students who may be unsure of the
answer. It allows students to click until they find the correct answer and still lets them choose an accessory no matter how many
times they had to choose. This game doesn’t keep a score for the students and the teacher isn’t able to collect data or see ho w
students did while playing the game.

Improvements:
This game could be improved by having a tutorial for students, so they are aware of how to play them game. It could also include
different levels, so that as students’ progress, they can move on to harder problems. Another improvement would be if the gam e
6 CCU Computer-Assisted Language Learning | Dr. Corey Lee (clee@coastal.edu)
 Educational Game Evaluation 2022

read the problems to the students and not just answer choices. It would also be nice if the game could show the students how to
solve problems when they get them wrong, instead of letting them click until they get the correct number. It would also be gr eat if
the teacher could receive information on how the students did and what a common mistake may have been.

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