Assignment 2

Module CBL7012: Multimedia Programming

ANALYSIS AND DESIGN FOR EDUCATIONAL GAME TO BE INCLUDED IN A EDUCATIONAL MULTIMEDIA PACKAGE

Mary Price, 9788654August 2009

C O N T E N T SPage

1 ANALYSIS Background Specification and Problem Domain 4

Generic Program Requirements 6

Specific Program Learning Outcomes 6

Target Audience – Primary, Secondary, Tertiary 6 – 7

Outline of Pedagogic Component 7 – 8

Computing Component 8

2 OUTLINE DESIGN

Overview 9

Contents Component 9 – 10

Pedagogic Component 10 – 11

Interface Design and Content Functionality 11 – 16

3 DETAILED DESIGN

Overall Functionality 17 – 18

Pedagogic Component 19

Interface Design 19 – 22

Content Functionality 22 – 25

Evaluation 26

DIAGRAMS AND CHARTS

Figure 1 - Program Content Structure 10

Figure 2 - Wireframe - Interface Design – Opening Screen 12

Figure 3 - Banner Design 12

Figure 4 - Design for Topic Buttons 13

Figure 5 - Wireframe – Interface Design – Topic and Sub-Topic Screens 14

Figure 6 - Wireframe – Interface Design – Quiz Introductory Screen 15

Figure 7 - Wireframe – Interface Design – Quiz Game Screen 16

Figure 8 - Flow Chart – Overall Functionality 18

Figure 9 – Design for Self-Assessment Quiz Button 19

Figure 10 - Game Rules Pane

Figure 11 - Design for ‘Lifelines’

Figure 12 - Design for ‘Incorrect’ Feedback Message

Figure 13 - Design for ‘Correct’ Feedback Message

Figure 14 – Design for ‘Game Over’ Message

20

20

20

21

22

Mary Price, 7988654 2

TABLES

Tables 1, 2 and 3 – Design Specification for Opening Screen 13 - 14

Table 4 – Design Specification – Topic and Sub-Topic Screens 14

Table 5 – Design Specification – Quiz Introductory Screen 15

Table 6 – Design Specification – Quiz Game Screen 16


1 ANALYSIS

Background Specification and Problem Domain

Further Education (FE) tutors who deliver the EDI (formerly JEB) Level 3 Certificate in Education

Practice: ICT Skills qualification to part-time learners, have identified that a proportion of learners do

not spend sufficient time on independent learning of theory topics to successfully complete Unit 1 of

their course, rather, learners prefer to focus their attention on the practical elements of the course.

One solution was to allocate a theory topic to each student to research before planning and

delivering a short theory lesson to peers. While this approach was found to be useful, tutors are still

concerned that many students do not gain a satisfactory level of knowledge and understanding of

the full range of theory topics included in this unit.

The aim of the EDI Certificate in Education Practice: ICT Skills qualification is to certify that

candidates can teach information and communications technology to an elementary/intermediate

level and is suitable for those who wish to deliver ICT in a school, college or training organisation or

act as an ICT facilitator in open learning or drop-in centres. The course is also appropriate for

qualified teachers or those in the process of completing an initial teacher training qualification

wishing to teach ICT. The Certificate is listed on the Qualifications Credit Framework (QCF) and is

available for delivery throughout the United Kingdom. It is offered as a part-time course by the 6

area-based colleges of further education in Northern Ireland.

The course is structured into 3 mandatory units with guided learning and independent learning

hours allocated as follows:

Unit Unit Title Learning Hours

Unit 1: Managing the ICT Learning EnvironmentGuided Learning Hours – 20

Estimated Learning Hours – 30

Unit 2: Preparation of ICT Learning ResourcesGuided Learning Hours – 20

Estimated Learning Hours – 30

Unit 3: Applied Principles of ICT Education.Guided Learning Hours – 20

Estimated Learning Hours - 40

There are separate assessments for each of the three units and which together involve:

1. preparing resources to teach ICT concepts

2. questions on a case study

3. preparing materials for teaching applications software

4. a teaching project

5. teaching practice, evaluation and identification of improvements to be made


Unit 1, which is a concern for tutors, provides learners with the theoretical background they require

to teach ICT. This unit is sub-divided into 2 sections -

Unit 1 Section Title

Section 1(a) Teaching ICT Concepts

Section 1(b) Managing ICT Learning Resources

To achieve Section 1(a), learners must design, create and submit 2 different types of teaching

resources for topics chosen from:

Computer hardware and peripheral units

Input and output devices

The roles of the CPU, ROM and RAM

The roles of operating system software, utility software and the various categories of application

software

Data storage devices and media, and their properties

Computer communications equipment and techniques.

Currently, tutors allocate one hour per week to the delivery of topics associated with Unit 1,

however, it is evident from the work submitted for assessment of Section 1(a), that many learners

depend heavily on course handouts, they do not spend sufficient additional time on furthering their

knowledge of topics, and a proportion do not possess the level of understanding required to be

successful in the assessment for this section, or to teach these topics in the future.

As learners enjoy the practical elements of the course tutors believe that a solution to the problem

may be the development of a computer based learning (CBL) resource that would support the

independent learning of theory topics included in Section 1(a) of the EDI ICT Skills specification as

listed above. The inclusion of a self-assessment facility within the resource is considered to be high

priority as it will ensure that students gain a realistic picture of their level of understanding of the

topics covered.

To enhance learning and to encourage users to engage with the topic content it has been

suggested that the resource should employ a range of multi-media elements for teaching and

reinforcement purposes. As the resource will be used by the primary target audience outside of

class contact time it will need to be well designed and intuitive to use. Topics will need to be clearly

identified and it should have a consistent interface design. The resource should be easily navigated

and orientation information should be available so that users can easily identify their position within

the program.


It is believed that a CBL approach to the problem will offer additional advantages, for example,

learner motivation is likely to be enhanced; ‘trainee teachers’ will gain an appreciation of the

potential of multimedia in education, and it will facilitate colleges in their move towards introducing a

blended learning approach to significant part-time courses.

The development of an interface for a CBL program that will support Section 1(a) – ICT Concepts,

has been suggested. However, the self-assessment component will be completed in the first

instance. If, after evaluation, the resource is found to be valuable then development of a full

resource for this section will be undertaken.

Generic Program Requirements

The generic requirements for the ICT Concepts CBL program are as follows:

provide a sound knowledge of basic ICT concepts and terminology;

promote and support independent learning through the appropriate use of CBL courseware;

allow the primary target audience to appreciate how multimedia may be utilised to enhance

teaching and learning.

Specific Program Learning Outcomes

On completion of the full CBL program the user should be able to:

demonstrate knowledge and understanding of the specified subject content;

explain and interpret terminology and abbreviations commonly used in connection with ICT in

education;

identify and explain the specific roles of ICT hardware and peripheral devices that are in use in

educational and learning situations;

identify and explain the roles of operating systems, utility software and categories of

applications software;

identify and explain the importance of data security and the legal requirements of storing data

electronically;

explain new and emerging ICT developments.

Target Audience

Primary Target Audience:

The primary target audience will be male and female learners aged between 19 and 60 years. The

primary audience will be part-time students completing their qualification at a college of further

education in Northern Ireland. The audience will have had different prior learning experiences,

however, as a minimum they must hold 5 GCSEs at grades A* - C, be competent in using ICT to


Level 3 of the Qualifications and Credit Framework (QCF) and/or have equivalent

professional/industrial experience. The target audience will be from different religious, ethnic and

economic backgrounds and these factors will be taken into consideration during the planning and

design stages to eliminate the possibility of discrimination.

Secondary Target Audience:

The secondary target audience is full-time learners completing ICT courses that include elements of

ICT theory at levels 2 and 3 of the QCF, for example, ECDL or GCSE ICT. It is assumed that the

secondary target audience will reside in the United Kingdom. They will have had different learning

experiences and will be from a range of backgrounds. As ECDL is often undertaken as an

‘introductory’ ICT qualification, this, and characteristics associated with the secondary target

audience will need to be considered during the planning and design phase.

Tertiary Target Audience:

The tertiary audience is likely to be teachers and tutors involved in the delivery of the ‘ICT concepts’

theory element of Level 2 and 3 ICT qualifications including Unit 1, Section 1(a) of the EDI Level 3

Certificate in Education Practice: ICT Skills qualification.

Outline of Pedagogic Component

The solution to the problem described above is to develop a Computer Based Learning (CBL)

resource that will support independent learning. The resource, when complete, will be made

available from a college intranet, from a VLE or from the Internet. An advantage of this mode of

delivery is that learners will have the opportunity to access and use the resource at a time, place

and at a pace that best meet their individual needs. It will also free up class contact time which can

be used for practical activities and peer teaching.

It is envisaged that the resource will employ 3 CBL approaches as follows:

tutorial – to introduce the content of the various topics and sub-topics. A linear approach is

envisaged;

simulation – to illustrate concepts, for example, to illustrate the processes and activities

undertaken by the CPU;

gaming – to add an element of challenge to the assessment of learning and to identify

areas that need to be revisited.

These approaches are described in greater detail within the Outline Design and Detailed Design

sections.


Computing Component

When complete the resource will be exported in html and Shockwave format, therefore, available for

uploading to a college intranet, Virtual Learning Environment or the Internet. It is envisaged that the

primary and tertiary audience will access the program at home or from within a college ‘open

learning’ facility, while the secondary and tertiary audience will gain access to the resource from any

computer linked to the Internet. Therefore, the resource will need to be compatible with a range of

hardware and software.

In consideration of the target audience and the range of media to be included in the resource a

typical computer system would be a multimedia, Internet ready PC offering the following features -

Intel Core 2 processor

Minimum 80 GB Hard Disk

1 GB RAM

Onboard graphics – Intel Chipset 950, for example

Onboard sound card

19” LCD Monitor

Keyboard/Mouse

Speakers/Headphones

Windows XP, Vista, Mac OS 10, Linux – all distributions

Internet Explorer – all versions, Mozilla Firefox V3, Google Chrome or Safari

Plugins – Flash, ActiveX, Java Runtime Environment.


2 OUTLINE DESIGN

Overview

To address tutors’ concerns, as described on Page 5 above, a Computer Based Learning (CBL)

resource will be authored and programmed using Adobe Director, Version 11. Adobe Fireworks MX

2004 will be used to create design elements for importing into Director. The program will be

structured around the specification content for Section 1(a) of the EDI Certificate in Education

Practice: ICT Skills qualification titled ‘ICT Concepts’. When fully developed, the resource will allow

part-time learners work independently outside of class contact time, to gain a sound knowledge and

understanding of ICT concepts and terminology and to self-assess their level of understanding.

The aims and learning outcomes listed on Page 6 above and the characteristics and needs of the

target audience as discussed at Pages 6 and 7 above will be pivotal to the design of the resource

and will be considered throughout the implementation and evaluation stages.

The outline design will describe the solution in the form of the program’s main elements and their

inter-relationships and will outline the contents and interface component.

Contents Component

When fully complete the contents of the ‘ICT Concepts’ specification will be presented in the CBL

program within 5 separate topic areas as follows:

Computer Hardware and Peripheral Units (including input and output devices)

The Roles of the CPU, ROM and RAM

The Roles of the Operating System, Utility Software and Application Software

Data Storage Devices and Media and their Properties

Computer Communications Equipment and Techniques.

Only a framework for the contents of the ICT Concepts specification will be developed at this stage.

However, it is envisaged that the primary structure will involve presenting content hierarchically

within sections or topic areas, using menus to provide access to sub-topics.

Within each of the 5 main topic areas the user will be presented with an introduction to the content

of that section and the learning outcomes. The information provided will be directly linked to the

specification content. It will be important to ensure that the information provided is pitched at the

required level for the primary target audience; therefore, breadth and depth of content will be guided

by the paper-based learning resources provided by the awarding body. Additionally, the topic

content must be up-to-date to reflect the rapid changes in technology, for example, the information

relating to hard drive capacity, amount of RAM, speed of the CPU etc must allude to that of ‘typical’


standard, mid-range and high-end computer system. It will be necessary to ensure that the

information presented remains current so regular updating will be required.

It is envisaged that the target audience will work through the topic content in a linear fashion. The

secondary audience, if using the resource for revision purposes, may choose to select topics and

sub-topics at random. To accommodate the assumed uses, each topic will be ‘self-contained’ and

as such will link back to the main screen only, rather than to the other 4 main topics or quiz areas.

Figure 1 below illustrates the proposed ordering of main topics and the linkages between the topics

and the main page:

ICT ConceptsHome Page

Computer Hardware and

Peripheral Units

The Roles of theCPU, ROMand RAM

The Roles ofOperating System,

Utility andApplicationSoftware

Data StorageDevices, Media

and theirProperties

ComputerCommunicationsEquipment and

Techniques

Self-AssessmentQuiz

A prototype of the self-assessment multiple choice quiz, which will assess understanding of ICT

concepts, will be fully developed in the first instance. It will be loosely based on the rules of the

television quiz program “Who Wants to be a Millionaire?” The aim of the quiz will be to allow the

user to confirm their understanding of the topics listed on Page 5 above by correctly answer 15

multiple choice questions, presented consecutively, in one attempt.

Similar to the television programme, users will choose from 4 possible answers but they will be

awarded a ‘fictitious’ sum of money. Lifelines will be available to help prompt the user who is unsure

of the correct answer and feedback will be given for ‘correct’ and ‘incorrect’ responses.

Pedagogic Component

As discussed in the Analysis section above, 3 CBL approaches will be employed within the

resource.

It is envisaged that a ‘linear’ tutorial approach will be used to present the information associated

with each topic and sub-topic. Each section will be presented as a self-contained unit with links


Figure 1

back to the ‘home’ screen. Therefore, users will work through each topic and its sub-topics in a

linear fashion – see figure 1 above.

The tutorial will involve the user reading facts presented on a sequence of screens. The topic

content will be presented in a range of multimedia formats. Factual information will be accessible in

both text and narrated formats. Text based information will be enhanced by providing ‘roll-over’

definitions of keywords. Graphics and animation will be used to supplement text and narration to aid

understanding. Short videos available from ‘How Stuff Works’ will also be employed to supplement

the tutorials, for example, to enhance understanding of the main pieces of computer hardware a link

to a short video available at http://videos.howstuffworks.com/howstuffworks/23-computer-tour-

video.htm could be used.

Simulation and narration will be used to illustrate concepts that cannot be easily explained or

demonstrated. For example, the layout of various network topologies could be presented

graphically, while simulation could be used to illustrate the route data takes as information is passed

between computers on the network.

An interactive self-assessment activity will be incorporated into each topic area. A range of

assessment techniques will be employed, for example, ‘drag and drop’, ‘matching pairs’ or

‘true/false’ quizzes. On completion of the assessment activity, the user will be presented with

feedback on their performance. This type of assessment can be used to consolidate and reinforce

what has been learned.

To assess their understanding of the ICT Concepts specification learners will complete a final self-

assessment quiz loosely based on the television quiz ‘Who Wants to be a Millionaire’. This

approach is considered to be appropriate as it will add an element of excitement as the user tries to

successfully answer 15 consecutive questions correctly.

Interface Design and Content Functionality

The program will consist of 4 key screens –

Screen 1: Opening screen or home page offering links to the 5 main topics and self-

assessment quiz,

Screen 2: Section or topic screen providing a menu of links to sub-topics. This screen will be

utilised throughout the ‘teaching’ element of the program,

Screen 3: Self-assessment quiz introductory page

Screen 4: Quiz question page which will be used throughout the ‘self-assessment’ element of

the program.


It is envisaged that Screen 2 will be adapted and reused as Screen 3; therefore, in total it will be

necessary to plan, design and create 3 screen layouts for use within the program.

The wireframe shown at Figure 2 below illustrates Screen 1, which is the proposed interface design

for the opening screen of the ICT Concepts CBL program.

Graphic

Program TitleGraphic Program

Title

Links to 5 Topic Areas and Quiz

Navigation ButtonsHome Button

Exit Button

The dimensions of the screen will be 800 x 600 pixels. The background of the main screen will be

white (#FFFFFF). A banner and title as illustrated in Figure 2 below and described in Table 1 below,

will be created in Adobe Fireworks and will appear at the top of each screen. The image (taken from

Microsoft Clipart Gallery) will feature throughout; however, the title text within the banner will

change to reflect the contents of each section – this should help orientate the user as they progress

through the various sections.

Element ToolFont

Fill Colour Effect

Border Colour/Size Size Position Effects

Title Banner

RectangleCentury

#2828FFSolid

None 800 x 181

0, 0 Drop Shadow#000000


800 pixels

600 pixels

Figure 3

Figure 2

Gothic

Table 1

As can be seen from Figure 2 above, the contents of the CBL package will be accessible from 6

buttons located on the opening screen. Each of the 6 buttons will be created in Adobe Fireworks

and will contain an image and a topic title – see Figure 4 and Table 2 below. All images will be

taken from Microsoft’s Clipart Gallery. When the user moves the mouse pointer over the image the

mouse will change to a pointing finger and the colour of the image will change. This design

approach provides user feedback and is extremely intuitive, making the resource suitable for the

primary, secondary and tertiary audience.

Figure 4

Element ToolFont

Fill Colour Effect


6 Topic Link Buttons

Rounded RectangleArial, 14 pt

None #2828FFStroke size 10

107 x 107

130, 200332, 200538, 200130, 382318, 382538, 382

Drop Shadow#9797FFRaised Emboss

Table 2

Home, Exit, Next, Previous and Help buttons as illustrated in Figure 2 above and described in Table

3 below will be designed in Adobe Fireworks, saved in ‘.png’ format and positioned consistently

throughout all screens. These features will be intuitive to use as they employ commonly understood

images to convey their purpose, for example, ‘arrows’ to move forward and back and ‘x’ to exit the

program. As with the topic buttons, the mouse pointer and button colour will change when the user

moves the mouse pointer over them. The ‘next’ and ‘previous’ arrows will be inserted onto buttons

using Windings 3, 26pt. The colour of the ‘help’ button will differ from the other 4 buttons to make it

stand out from the banner background colour.

Element ToolFont

Fill Colour Effect


HomeExit

RectangleArial, 20 pt

#2828FFSolid

#FFFFFFStroke size 1

35 x 35 5, 562757, 562

Outer BevelRaised


ext PreviousHelp

712, 562664, 562762, 5

#0033FF

#A8B9F

Table 3

The wireframe shown at Figure 5 below illustrates Screen 2, which is the interface design for each

of the 5 main topic areas. A menu of sub-topics on the left of the screen will provide links to sub-

topic content. Information will be presented in ‘presentation area’. The menu and presentation

background will be white (#FFFFFF) and these will appear in front of a blue (#2828FF) rectangle

measuring 800 x 365 pixels. A range of formats including text, narration, video, simulation, sound

and still images will be utilised in the delivery of resource content, therefore sound controls will be

provided. Details of the menu box, presentation area and sound controls are provided in Table 4

below.

Graphic

Program TitleGraphic Topic Title


Information Presentation Area

Topic

Menu

Box

Sound Control Buttons

Exit Button

Figure 5

Element ToolFont

Fill Colour Effect


Menu Box Rectangle #FFFFFFSolid

#0000CCStroke size 1pt

151 x 348

15, 195 Drop Shadow#000000

Presentation Area

Rectangle #FFFFFFSolid

#0000CCStroke size 1pt

616 x 347

173, 195 Drop Shadow#000000

Sound OnSound StopSound Off

Rectangle #2828FFSolid

#FFFFFFStroke size 1pt

35 x 35 407, 498461, 498496, 498

Outer BevelRaised#0033FF

Table 4The wireframe shown at Figure 6 below illustrates Screen 3 - the interface design for the screen

that will introduce the self-assessment quiz. As discussed earlier, this layout is similar to Screen 2,

however, the menu box and sound controls have been removed. To differentiate between the


‘learning’ section and the ‘self-assessment’ section of the package, the image and colour scheme

used within this banner will complement but differ to the banner that runs through each of the topic

screens. This screen will introduce the user to the Quiz Rules. A ‘Start Quiz’ button will reveal the

‘game’ window. These features will be developed in Fireworks – see design details in Table 5

below.

Graphic

Program TitleQuiz Graphic Quiz Title


Exit Button

Quiz Rules

Start Quiz Button

Figure 6

Element ToolFont

Fill Colour Effect


Title Banner RectangleCentury Gothic

Left:#2828FFRight#00CCCCLinear Gradient

None 800 x 181 0, 0 Drop Shadow#000000

Quiz Rules Pane

RectangleBlue Highway, 65 and 20 pt

None #2828FFStroke Size 1pt

655 x 430 72, 200 DropShadow#000000

Start QuizButton

RectangleArial, 20 pt

#2828FFSolid


110 x 35 353, 492 Outer BevelRaised#0033FF#A8B9F

Table 5The wireframe shown at Figure 7 illustrates Screen 4, which is the interface design for the ‘game

area’ –


Graphic

Program TitleQuiz Graphic Quiz Title


List

showing

Prize

Money

Exit Button

Next Question Button

Question Box

A - answer

B - answer D - answer

C - answer

Life Lines

Figure 7

The banner and navigation buttons are described in Tables 3 and 5 above respectively. On the left

of the screen, as questions are correctly answered, the question number and the corresponding

amount of money won will appear. The ‘game area’ will contain 5 rounded rectangles – one for the

question text to appear in and 4 smaller rectangles for the answer options the user will choose from.

The answer boxes will be labelled A - D, 3 oval shaped lifelines and a ‘Next Question Button’ will

also be showing. These features are described in Table 6 below.

Element ToolFont

Fill Colour Effect


Question Box RoundedRectangle

#000FFF #00CCCC 464 x 85 216, 278 Drop Shadow#000000

AnswerBoxes – A, B, C, and D

RoundedRectangleArial, 20ptBold

#000FFF #00CCCC 180 x 50 268, 371452, 371268, 427452, 427

DropShadow#000000

Life Lines x 3 Doughnut #2828FFSolid

None 60 x 30 712, 300712, 342712, 384

None

Next Question Button

Rounded RectangleArial 20pt

#2828FFSolid


148 x 43 389 x 148 DropShadow#000000

Table 6


3 DETAILED DESIGN

Overall Functionality

As discussed previously the element that will be fully implemented in the first instance will be a

prototype of the self-assessment quiz. The quiz will be completed by the user to assess their

knowledge and understanding of the theory elements of the EDI Level 3 Certificate in Education

Practice: ICT Skills specification as described in the Analysis section above.

The quiz or game will be loosely based on the rules of the television programme “Who Wants to be

a Millionaire”.

To complete the game the user will be required to correctly answer 15 multiple choice questions,

presented consecutively, in one attempt. The questions presented will have been chosen randomly

from a bank of 45 preset questions.

A ‘Start Quiz’ button will open the ‘game’ screen and present the user with their first question. The

user will select from 4 possible answers – 3 incorrect and one correct answer. In contrast to the

television programme, users will be awarded a ‘fictitious’ sum of money for each correct answer

ranging from £100 to £1Million.

The user will have one chance at each question. If they are unsure of an answer they can use one

of 3 lifelines while answering the set of 15 questions – ’50-50’, ‘Ask the Audience’ or ‘Ask a Friend’.

If the answer selected is right, ‘Correct’ feedback and a prompt to select ‘Next Question’ will appear

as an overlay within the game area. Similarly, if the answer selected is wrong, then ‘Sorry – that

was the wrong answer’ feedback and a prompt to ‘Start Again’ will appear as an overlay.

The following flowchart – see Figure 8 – illustrates the overall functionality within the game:


Overall Functionality Flowchart - Figure 8

Yes

Start

Reset Question and Answer Fields.

Clear Winnings fromWinnings List

User selects‘Start Quiz’

Is the answer

selected the correct

Answer?

Reset Question and Answer Fields

Display random question in question

box. Display 3 incorrect and 1 correct answers

in answer boxes

No

Does the user know

the answer?

No

Yes

User Clicks on ‘Ask the Audience or

‘Phone a Friend’

User Clicks on 50-50

User Clicks on one Answer

‘Wrong’ answer feedback revealed.

User Clicks on ‘Start Again’

Display Audience or Friend ‘Hint’

Deactivate 2 incorrect answers

‘Correct’ answer feedback revealed.

Winnings highlighted

User Clicks on ‘Next Question’

Pedagogic Component

Providing a ‘gaming’ or quiz element within the CBL resource to assess the user’s understanding of the

‘whole’ content should add an element of excitement and challenge. The advantages of this approach

are that after working through all sections the user can –

self-assess their level of understanding;

receive immediate feedback on their progress;

retake the quiz – competing against themselves – in order to improve their score;

Interface Design

The quiz or game will be presented on two screens as described in the Outline Design – see Pages 15

and 16 above.

The game will be accessed by selecting the ‘Self-Assessment Quiz’ button on the main program page

– see Figure 9 below.

Figure 9

This will take the user to Screen 3 which is the introductory quiz screen that explains the ‘rules’ of the

game – see wireframe illustrated at Figure 6 above. The design and layout of the navigation buttons

will be exactly the same as for Screens 1 and 2, however, the colour scheme will change to

differentiate the ‘self-assessment’ element from the ‘teaching and learning’ aspect of the site.

The rules will be displayed within a white (#FFFFFF) rectangle measuring 655 x 340 pixels. The ‘Rules’

pane will be created in Fireworks and imported into Director. A clear font – Clear Highway, size 20,

Blue (#F2828FF) – will be used to introduce the user to the game rules - see Figure 10 below.


Figure 10

After reading the ‘Quiz Rules’ the user is prompted to select the ‘Start Quiz’ button which opens up the

main ‘quiz’ screen – see Figure 7. The main quiz screen, will display the following features:

Winnings and Lifelines

As each question is answered correctly the question number and its associated winning amount will

appear in fields on the left of the main game area.

The design specification for the ‘Lifelines’ - see Figure 11 - is shown in Table 6, at Page 16 above.

Figure 11

Question and answer fields

These will be located in the centre of the screen. The design specification for the question and answer

fields are described in the Outline Design in Table 6, on Page 16 above. Each answer box will be

clearly labelled – A, B, C and D.


If the answer selected is incorrect an ‘incorrect’ feedback message will appear as an overlay over the

‘game’ area of the screen. The message will prompt the user to have another go by selecting the ‘Start

Again’ button – see Figure 12 below. The ‘incorrect’ feedback message will be created in Fireworks.

The text message and ‘Start Again’ button will appear on a blue (#2828FF) rectangle measuring 600 x

348 pixels.

Figure 12

If the answer selected is correct the user will be provided with a ‘correct feedback’ message that will

appear in a ‘text’ field’ above the question box – see example in Figure 13 below.

Figure 13

If the user answers 15 questions in one attempt they will be presented with a ‘Congratulations’

message that will inform the user that the game is over - as illustrated in Figure 14 below. The

message will appear as an overlay over the game area. From this window the user can select the

‘Home’ button to return to the main program area.


Figure 14

Contents Functionality and Pseudo Code

Four possible scenarios to be considered when writing the game script are:

1. The user selects the correct answer and is awarded a fictitious sum of money before moving to

the next question;

2. The user selects the wrong answer, loses any money previously awarded and is advised to

‘start again’;

3. The user doesn’t know the answer and selects ‘Ask the Audience’ or ‘Ask a Friend’, An

audience hint or friend hint will appear as appropriate;

4. The user doesn’t know the answer and selects 50-50. Two answers are hidden and two remain

for the user to select from.

These scenarios have been illustrated in the Overall Functionality flow chart displayed as Figure 8

above and are further explained below.

When the user selects the ‘Start Quiz’ button the question and answer fields need to be cleared or

emptied so that the quiz is ready for the user to begin. To initialise this functionality a custom written

handler called ‘resetGame’ will be placed in an event handler called ‘on startMovie’ within a Movie

Script. The pseudo code to reset the fields will be as follows –

clear the question from the question field

clear the answers options from the 4 answer fields.

To present the user with a question selected randomly from a bank of questions and then display the

question and its related answers on the stage it will be necessary, in the first instance, to create a


property list containing the questions and associated possible answers. This will be initialised using a

custom written handler called ‘on setList’ which will also be called from the ‘resetGame’ handler

available within a movie script. The pseudo code will be as follows -

set up fifteen property lists, each containing 3 questions and related values

choose a question randomly from the property lists

display the question and its related values within specified fields on the stage.

The next stage in the process will be to check the answer selected by the user against the correct

answer held in the property list, provide either ‘correct’ or ‘incorrect’ feedback and if the correct answer

has been selected then display the amount awarded. To achieve this, a behaviour script called ‘Check

Answer’, will be created. The script will then be attached to each of the four answer fields on the stage.

To implement this functionality a ‘on mouseUp’ event handler is required; therefore, the script will run

when the user clicks on one of the answer fields.

The pseudo code for the ‘Check Answer’ script is as follows:

check the answer clicked by the user against the correct answer set up within the property list

if the answer selected by the user is the correct answer –

display the question number and the amount won within the relevant fields on the

stage

display ‘Correct’ feedback (and ask the user to select ‘Next Question’)

play correct answer ‘sound’1

set ‘Next Question’ button to ‘active’

if the answer selected is an incorrect answer –

display ‘Incorrect’ feedback (and ask the user to select ‘Start Again’)

play incorrect answer ‘sound’2

clear/empty the amount won from the fields on the stage

1 Royalty free crowd and applause sound effects from http://www.partnersinrhyme.com/soundfx/applause.shtml2 As above


If the user does not know the answer to a question he/she can select any of 3 lifelines to help them

make a selection as follows –

Ask the Audience

When the user selects the ‘Ask the Audience’ button, if a new question and related answers are

displayed, they will be presented with an ‘Audience Hint’ which they can choose to go with or ignore. If

a correctly answered question is still displayed they will be alerted to select ‘Next Question’.

In the first instance a property list containing a number of ‘Audience Hints’ will be set up within a

property list called ‘gvHintList’. The behaviour will be attached to the ‘Ask the Audience’ button and a

‘on mouseUp’ event handler will be used to display ‘hints’ to the user in a text field on the stage. As the

hint must not be visible after the user makes their selection an additional piece of script will be added

to the ‘on mouseUp’ handler that will set the length of time the hint will be visible on the stage. The

button will then be set to inactive until the game is reset. The pseudo code for the ‘Ask the Audience’

script will be as follows –

set button to inactive

check new question/answers are displayed if not alert user to select Next Question

set button to active

set up a property description list containing a number of ‘Audience Hints’

set the ‘Hint’ to appear randomly from the property list

display the ‘Hint’ in a text field on the stage

set a timer to control the period of time the ‘hint’ is visible on the stage

remove ‘Hint’ from the stage

set the button to inactive

Phone a Friend

A second lifeline is ‘Phone a Friend’. As with ‘Ask the Audience’, when the user selects this button, if a

new question and related answers are displayed, they will be presented with an ‘Audience Hint’. If a

correctly answered question is still displayed they will be alerted to select ‘Next Question’.


In the first instance a property list containing a number of ‘Friend Hints’ will be set up within a property

list called ‘gvFriendHintList’. The behaviour will be attached to the ‘Phone a Friend’ button and a ‘on

mouseUp’ event handler will be used to display the ‘friend hints’ to the user in a text field on the stage.

As the hint must not be visible after the user makes their selection an additional piece of script will be

added to the ‘on mouseUp’ handler that will set the length of time the hint will be visible on the stage.

The button will then be inactive until the game is reset. The pseudo code for the ‘Phone a Friend’ script

will be as follows –


check new question/answers are displayed if not alert user to select Next Question

set button to active

set up a property description list containing a number of ‘Friend Hints

set the ‘Hint’ to appear randomly from the property list

display the ‘Hint’ in a text field on the stage

set a timer to control the period of time the ‘hint’ is visible on the stage

when the timer runs out remove the ‘Hint’ from the stage


50-50

The third lifeline – ’50-50’ when selected will reduce the possible answers from 4 to 2 – the correct

answer and one incorrect answer. A behaviour script attached to the 50-50 button will be triggered by

an ‘on mouseUp’ event handler. As with the other 2 lifelines, the button, once selected, will become

inactive and remain inactive until the game is reset. The following pseudo code will apply –

check the answer fields against the correct answer in the property list

if the answer field does not contain the correct answer field empty/clear the contents of 2 fields

display the contents of the correct field and one incorrect field


4 EVALUATION OF CBL PACKAGE

Formative evaluation will be completed on an ongoing basis during the development process.

Evaluation at this stage will involve systematic testing of each of the resource elements and processes

as they are created, for example testing of script using the ‘debug’ facility available within Director,

testing of links, mouse changes etc.

User testing will focus on the prototype of the self-assessment quiz in the first instance. It will be tested

by a sample group representing the target audience and the tertiary audience. The tertiary audience

will be asked to focus on the coverage of topics and suitability of questions to ensure that they

adequately assess the ICT Concepts specification. The primary target audience will be observed

during testing as a means of identifying the difficulties experienced, for example, if they become

confused or have difficulty knowing how to proceed then additional user guidance or feedback may be

required and adjustments will be made accordingly.

At the end of the implementation process the resource will be further tested with a sample group from

the target audience. Observation and questionnaires will be used as a means of identifying outstanding

issues so that these can be dealt with. The final aspect of this element of evaluation will involve the

testing of the completed resource on different computer systems, for example, different hardware and

different software, eg operating systems and Internet browsers.

Summative evaluation will be undertaken when the resource is complete. At this stage the resource will

be evaluated against the generic and specific learning outcomes, to identify to what extent the

resource matches the needs of the target audience. The summative evaluation will be undertaken by

multimedia designers who have not been involved with the project and a representative group of ICT

teachers. A summative evaluation matrix will be specifically created for this purpose. It will concentrate

on the design and appeal of the user interface, usability, orientation and feedback provided to users,

content and self-assessment elements of the site. Feedback will be analysed and summarised and

distributed to the design group for information.

August 2009


PERSONAL EVALUATION

When selecting the EMM course I predicted that I would find the multimedia programming module very

difficult and this certainly proved to be the case. Possibly, because of my ‘expectation’, I had no

confidence in my ability and believed that I would not be able to carry out the programming

assignment. However, in my favour, I don’t give up easily and my determination not to ‘fail’ kept me

motivated through the hours and hours I spent trying to get to grips with ‘Lingo’ in order to develop the

‘Who wants to be a Millionaire’ quiz!

Finally, I am reasonably content with my attempt. Although I am aware of the limitations of the program

I feel that it is a true representation of my current programming ability.

The aspects that I would like to improve on are as follows:

I would like to have a grid showing a list of potential winnings with the relevant amount being

highlighted as each question is answered correctly.

Currently, the 15 questions are being selected randomly from the first property in the gamelist as I was

unable to write a piece of script that would select randomly from within each of the gamelists.

Although the ‘Next Question’ button has been set to be ‘Inactive’ the button if, pressed moves to the

next random question.


Assignment 2

Documents

design specification

charts figure

lifelines figure

outline design overview

subtopic screens14 figure

banner design12 figure

game rules pane figure

topic buttons