of Interactive Science and Mathematics

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of Interactive Science and Mathematics
2012
UAT Report
User Acceptance Test (UAT)
of Interactive Science and
Mathematics Courseware for
Secondary Level Schools
(Biology and Algebra 2)
UAT Report 2012
EXECUTIVE SUMMARY
The User Acceptance Test (UAT) of the second year high school science and mathematics
(S&M) courseware modules was conducted to assess the acceptability and appropriateness of
the digitized lessons to second year high school students. The result will help the project team
in determining the necessary modifications, enhancements, and further development of the
courseware.
A total of 98 S&M modules were tested in March 2012 to 167 second year high school students
from eight (8) regular public high schools. The Science Education Institute (SEI) selected the
schools based on the following criteria: should be regular public high schools; with existing
linkage with SEI; and should be cooperative.
The UAT includes the conduct of the following activities: Orientation; Administration of Student
Survey Form 1 (SSF 1); Modules Testing; Administration of Student Survey Form 2 (SSF 2); and
Focus Group Discussion (FGD).
Overall results of the UAT were positive, student-participants enjoyed the experience of using
and evaluating the courseware modules. The project team took note of the students’
suggestions, comments, and preferences gathered during the conduct of UAT.
The courseware modules were assessed based on the following elements: Hypertext,
Interactivity, Animations, Simulations, Graphics/Pictures, Sound, Story/Plot, and Lesson
Content. Below is the summary of the result.
Hypertext
Majority (98.5%) of the participants agreed that the text, text color (98.5%), text size (97%),
and text style (98.7%) were easy to read. Moreover, 91.7% of the participants agreed that the
paragraph and sentence lengths in the modules were not too long, 6.7% were neutral, while
only 1.5% disagreed. However, FGD results showed that there were several students who
found that the text were too long on some modules.
Interactivity
For the interactivity element of the courseware modules, the data revealed that 96.4% of the
participants found that the instructions in the modules were easy to understand and the
navigation system was easy to use (96.1%). Moreover, 95.6% of the students agreed that
exercises were user-friendly and intuitive and 95.5% responded that interactivity of the
exercises were interesting and appealing. In addition, 92.5% of the student-participants agreed
that response time of the modules were appropriate.
Despite the positive results, the students suggested during the FGD sessions to improve the
interactivity portion of the modules in terms of the type of activity, challenges, instructions,
and contents. Additional questions, challenges, and even sound effects were also suggested.
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UAT Report 2012
Animation
Student-participants agreed that the animated elements of the lessons were entertaining
(95.9%), had appropriate lengths (94.8%), and that the characters (95.4%) and the lesson
proper (95.8%) were appealing.
However, the FGD results revealed that some students were not quite fond of the character
Core-ina. A few said that it was the way she moved that did not appeal them, while others
mentioned the scissors on her head make her look dangerous.
Simulation
In general, the student-participants appreciated the simulation elements of the modules. Most
(95.2%) of the students agreed that the simulations were easy to understand, and that the
module elements such us the graphics (96.4%), text (96.9%), and voice-overs made the
simulations easy to understand. They also agreed that the background music did not interfere
with the content of the simulations (83.5%), and the animations of the simulations were
interesting and appealing (96.4%).
Graphics
Most (97.4%) of the students found that the graphic elements of the modules were clear and
accurate, appealing (94.7%), and organized/effective (96.6%). However, during the FGD
sessions, a few students commented on character design of Core-ina (Cheloneo) and Professor
Agosto. The students did not like Core-ina’s appearance citing the scissors on her hair and
Professor Augusto’s static movement in the scenes.
Sound
On the comprehensibility of the voice-overs, 93.6% agreed that courseware characters were
easy to understand, voice-overs were delivered well (93.4%) and the voices fit the characters
(94%). For the background music, 94.2% agreed that the music used were pleasing and
appropriate for the scenes, volume level of sound effects (92%) and voice- over (94%) were
adequate and sound effects were appropriate (96%).
However, some students emphasized during the FGD sessions, that feedback should not be
repetitive and should not be present at all items especially if the exercises contain multiple
items.
Plot
For the story plot used in the modules, 96.2 % of the student-participants agreed that the
stories were entertaining, the lengths of the story segments were necessary (94%), and the
flow and events of the stories were understandable (97%).
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UAT Report 2012
During the FGD, participants observed that the storyline’s pacing was slow and sometimes the
plot was boring or lacked closure/ending. Students wanted to see more adventurous storylines
with more navigation.
Content
On the content of the lessons, majority (87.4%) of the student-participants agreed that the
lesson content were easy to understand even without the help of a teacher and the pace in
which the lesson content was delivered was adequate (93.4%). Despite these positive
responses, there were mentions during the FGDs that some of the lessons were too long. The
text in the lessons and the voice-over of the characters took too long to finish, which made the
modules drag and seem longer. Moreover, one of the concerns of the students was the use of
difficult terminologies which were hard to understand. Students also noticed that some
modules started with an exercise without explaining or discussing how to solve the problems
or questions.
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TABLE OF CONTENTS
EXECUTIVE SUMMARY
i
I.
Introduction
1
II.
Objectives and Scope/Limitation
III.
IV.
A.
Objectives
2
B.
Scope/Limitation
2
Methodology
A.
Sampling
3
B.
Data Collection Procedure
4
C.
Data Processing/Analysis
5
Discussion of Results and Findings
A.
Participants
5
B.
Modules
6
C.
Results of the Study
10
V.
Summary and Conclusion
16
VI.
Recommendations
16
VII.
References
18
VIII.
List of Figures
Figure 1.
Different Worlds of Courseware
6
Figure 2.
World: Cheloneo (Technolab)
7
Figure 3.
Main Characters in the World of Cheloneo
7
Figure 4.
World: D’nayao
8
Figure 5.
Main Characters in the World of D’nayao
8
Figure 6.
World: Magicademy
9
Figure 7.
Main Characters in the World of Magicademy
9
IX.
X.
List of Tables
Table 1. Distribution of Mathematics and Science Module
per Courseware World
10
Table 2. Distribution of Responses on the Statement
Pertaining to Hypertext
10
Table 3. Distribution of Responses on the Statement
Pertaining to Interactivity
11
Table 4. Distribution of Responses on the Statement
Pertaining to Animation
12
Table 5. Distribution of Responses on the Statement
Pertaining to Simulation
13
Table 6. Distribution of Responses on the Statement
Pertaining to Graphics/Pictures
13
Table 7 Distribution of Responses on the Statement
Pertaining to Sound/Voice-over
14
Table 8. Distribution of Responses on the Statement
Pertaining to Plot/Storyline
15
Table 9. Distribution of Responses on the Statement
Pertaining to Content
16
Annexes
Annex A. Program of Activities
20
Annex B. List of Selected Public High Schools
21
Annex C. Student Survey Form 1
22
Annex D. Student Survey Form 2
23
Annex E.
Focus Group Discussion (FGD) Guide Questions
30
Annex F.
Defect Log Sheets
32
Annex G. List of 98 Courseware Modules
44
Annex H. Results of the FGD
47
Annex I.
59
Results of Surveys
UAT Report 2012
I.
Introduction
In today’s digital world, the use of information and communication technology (ICT) is
important as it can make learning more effective by increasing learner motivation,
improving the mastery of basic concepts, fostering higher order cognitive skills and
developing communication skills. A paradigm shift from teaching “about technology” to
“teaching and learning with technology” and the integration of ICT in science and
mathematics (S&M) in the development of lesson for application, enrichment and
assessment of learning is an effort worth investing for the benefit of all the teachers
and students. Hence, the Science Education Institute (SEI) and Advanced Science and
Technology Institute (ASTI) of the Department of Science and Technology (DOST) are
continuously implementing innovative ICT-supported programs and projects. One of
these projects is the “Development of Interactive Science and Mathematics Courseware
for Secondary Level Schools”. The project generally aims to: enable secondary-level
students to be more competitive in the area of science and mathematics through the
optimal use of ICT; and produce lesson presentations through the use of cost-effective
and high-quality ICT solutions. Moreover, the project specifically aims to: develop S&M
e-learning modules for secondary-level students and to serve as supplementary
educational materials for secondary-level teachers as well; and to enhance teaching
strategies of high school teachers in S&M. The project digitizes secondary level S&M
lessons, provides enhanced simulations, graphics images and animations with
synchronized voice-overs and added interactivity, engaging the secondary level school
students in a different, fascinating and virtually realistic learning environment.
Due to the rapid advancement of technologies, students have been provided and
exposed with exciting new sources of information and entertainment. Consequently,
these changed the students’ preferences and level of interests. Hence, to assess and
determine if the digitized courseware modules that are being developed by SEI and ASTI
are acceptable and appropriate to the students before they are finalized and
distributed, the “User Acceptance Test of the Interactive Science and Mathematics
Courseware for Secondary Level Schools” was conducted in March 2012.
The User Acceptance Test (UAT), also called beta testing, application testing, and/or
end-user testing, is a phase of software development in which the software is tested in
the "real world” to the intended audience. It is the type of testing where monitored
users determine whether a system meets all their requirements, and will support the
purpose for which it was designed.
A total of ninety-eight (98) digitized lessons were tested in March 2012 to 167 second
year high school students from selected eight (8) regular public schools in Metro
Manila, Laguna and Cavite. The UAT include the conduct of the following activities:
Orientation; Administration of Student Survey Form 1; Modules Testing; Administration
of Student Survey Form 2; and Focus Group Discussion (FGD).
The results of the UAT will be used in the modification, enhancement, and further
development of the courseware modules.
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UAT Report 2012
II.
Objectives and Scope/Limitation
A.
Objectives
Generally, the UAT was conducted to assess the expectations and interests of the
students, assess the deficiencies in the design and content of the modules, and
determine the effectiveness and worth of the modules to the students.
Specifically, the UAT seeks to:
1.
2.
3.
4.
B.
2
determine the characters’ acceptance and design;
assess the voice clarity and sound appropriateness;
determine the graphics and image accuracy; and
determine the animation/simulation fluidity.
Scope/Limitation
1.
Considering that the UAT was conducted in March 2012 or during the
time when the school year was about to end, the project team was able
to select only a total of eight (8) schools from Metro Manila, Laguna and
Cavite.
2.
The number of students who participated in the UAT is not
representative of all the second year high school students in the
Philippines. The project team was given only a month to prepare and
conduct the UAT. Because of the very limited time, the participants were
selected based from convenient accessibility and proximity to the project
team. Hence, SEI selected eight regular public high schools where it had
existing linkages with and which are situated in Metro Manila and nearby
areas.
3.
The sample does not contain an equal number of male and female
students. There are 100 female students and 67 male students who
participated in the UAT. Gender differences would not be considered in
the UAT as a determining factor in assessing the different elements or
functionalities of the courseware modules.
4.
Another limitation is the uneven number of S&M modules used in the
UAT. There were 38 science and 60 mathematics modules that were
tested. Consequently, science modules were distributed and tested
almost twice the number of times the mathematics modules were
tested. Thus, the subject matter will not also be considered as a
determining factor of the results of the UAT.
UAT Report 2012
III.
Methodology
A.
Sampling
The project team selected the sample schools based on the following criteria:
should be regular public high schools; with existing linkage with SEI; and should
be cooperative. The following are the list of schools and the schedule of UAT:
Name of School
Calamba National High School
San Isidro National High School
Las Piñas East National High School
Navotas National High School
Fort Bonifacio National High School
Bagumbayan National High School
Dasmariñas National High School
Muntinlupa National High School
Date of UAT
29 February 2012
06 March 2012
12 March 2012
14 March 2012
16 March 2012
21 March 2012
26 March 2012
28 March 2012
The following are the instruments used in the UAT:
1.
Student Survey Form 1 (SSF 1)
The SSF 1 collects data about the demographic information and level of
computer skills of the students. The data on the computer skills survey
are necessary in determining the computer proficiency, e-Learning media
usage, frequently visited websites, as well as their preference in
animated shows and characters.
2.
Student Survey Form 2 (SSF 2)
The SSF 2 is the survey proper. It gathered the perceptions of students on
the courseware modules based on the following elements: Hypertext,
Interactivity, Animations, Simulations, Graphics/Pictures, Sound,
Story/Plot, and Lesson Content.
The questions were structured using the Likert format. In this survey type,
five choices are provided for every question or statement. The choices
represent the degree of agreement each respondent has on the given
question. The scale below was used to interpret the total responses of all
the respondents for every survey question.
3
Value
Interpretation
1
2
3
4
5
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
UAT Report 2012
3.
Focus Group Discussion (FGD)
After the administration of SSF 2, the students were divided into two
groups to participate in the FGDs. The students were joined by members
of the project team to further discuss the modules that they have tested.
The FGD helped in validating survey data and discussing topics which
were not discussed in the survey questionnaires. FGDs were used to
explore the meanings of survey findings that cannot be explained
statistically, the range of opinions/views on a topic of interest and to
collect a wide variety of local terms.
B.
Data Collection Procedure
The project team conducted the UAT in order to assess the acceptability and
appropriateness of the digitized high school S&M lessons to second year high
school students.
The UAT started with the orientation of the students about the activity. The
students were familiarized with the objectives of the UAT, their role and tasks in
the UAT, and the software that they will be testing. The following elements were
then introduced to the students to give them an idea of what they are going to
test and evaluate: Hypertext, Interactivity, Animations, Simulations,
Graphics/Pictures, Sound, Story/Plot, and Lesson Content.
After the orientation, the SSF 1 was administered to all the student-respondents
of all the sample schools to gather data about the demographic information and
level of computer skills of the students.
After the administration of SSF 1, the students from each school tested a total of
12 modules (6 science and 6 mathematics). During the testing, the students
were allowed to use the computers and view a set of 6 modules, which
comprised of 3 science and 3 mathematics modules, and divided further into 2
modules from each courseware theme/world (Cheloeo, D’nayao, and
Magicademy). The team logged comments, defects, or issues found during the
testing. These issues/defects were discussed with the project team and relayed
to the subject matter experts. The said issues were resolved as per the mutual
consensus and to the satisfaction of the students and teachers.
After testing/manipulating the modules, the administration of SSF 2 followed
immediately, where the team explored the perceptions of students on the
courseware modules based on the following elements: Hypertext, Interactivity,
Animations, Simulations, Graphics/Pictures, Sound, Story/Plot, and Lesson
Content.
To be able to validate the data gathered from SSF 1 and SSF 2, the team
conducted the FGD.
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UAT Report 2012
The UAT program of activities and the list of selected public high schools are
found in Annex A and Annex B, respectively.
C.
Data Processing and Analysis
Descriptive statistics were used to describe the basic features of data in the
UAT. It provides simple summaries about the sample and the measures.
Together with simple graphics analysis, they form the basis of virtually every
quantitative analysis of data.
After the data gathering, the survey questionnaires from all the respondent
schools were compiled and tabulated, comments and issues during the actual
test were organized, while FGD results were transcribed and summarized. All
data were collated per module and were compared during the deliberations of
the project team. The results of the deliberations determined the necessary
revisions on the 98 modules and the new standards for courseware module
enhancements.
The SSF 1, SSF 2, FGD guide questions, the sample defect log sheet, and the list
of the 98 courseware modules are found in Annex C, Annex D, Annex E, Annex F,
and Annex G, respectively.
IV.
Discussion of Results and Findings
A.
The Participants
There were a total of 167 second year high school students who participated in
the UAT. The students came from eight public high schools. Each school, on the
average, provided twenty (20) participants. They were composed of 100 female
and 67 male students. The ages of the students ranges between 12 and 16 years
old, most (59%) of them are 14 years old.
All participants have access to a computer, more than half (55%) of them have
computer at home. Eighty-one percent (81%) of the student-participants
claimed that they have good/very good skills in using computers, while 19% said
that they only have fairly good skills in using them.
When asked about the frequency of computer usage for doing research or
homework, nearly half (49%) of the participants said that they only use it
sometimes, 33% use it most of the time, and 17% said they always use it.
Moreover, 82% of the student-participants have tried using the computers for
educational purposes. They have identified 37 different learning websites. Of
these, among the popular are: Google (20.59%); Encarta (17.65%); and
Wikipedia (16.91%). On the other hand, the students have also identified the
three most visited websites, as follows: Facebook (30.19%); Google (27.67%);
and Youtube (22.01%).
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UAT Report 2012
The question regarding favorite animated shows and characters were also
incorporated in the SSF 1 questionnaire. These questions were included to
determine what types of characters are preferred by the students, what sorts of
themes capture their interest, and what are currently popular to students. The
data revealed that the top three animated shows preferred by the respondents
are: Naruto (11.38%); Spongebob (10.78%); and Detective Conan (7.78%). The
most preferred animation characters, on the other hand, are: Spongebob
(13.77%); Naruto (10.78%); and Sakura (5.99%).
The SSF 1 survey result is found in Annex I.
B.
Modules
The second year high school lessons (Biology and Algebra 2) are composed of
different characters which came from a variety of societies. Each society
pertains to a different kind of genre which aims to hold the interest of the users.
Three worlds of courseware were created, namely: "Cheloneo (Technolab)",
"Magicademy", and "D'nayao"; these worlds depict societies with science
fiction, fantasy, and adventure, respectively. To highlight the diversity of
inhabitants in each world, the team conceptualized different graphics and
animation styles which represent these societies. Each world tackles both
science and mathematics lessons to emphasize that these twin subjects are
important in whichever world or society the characters dwell in. The three
worlds and new characters used for the second year S&M high school lessons
were presented to and approved by SEI and subject matter experts.
Figure 1. Different World of Courseware
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UAT Report 2012
Figure 2. World: Cheloneo (Technolab)
The highly technologically advanced city of Cheloneo is filled with skyscrapers,
flying cars, entertainment zones and marvelous inventions. Named after its
founder Professor Mydas Cheloneo, it is a city of scientists. They go about
their experiments with the philosophy “slowly but surely”, all striving to invent
new and amazing ways to make their way of life even better and earn the
recognition and prestige of being the best scientist in the world. It is a city
where dreams become possibilities.
Main Characters
Dr. Fredy is considered the youngest inventor in a city
teeming with scientists. Because of his age he is very
eager, but rash. An attitude which usually gets him into
trouble and ends up having his experiments blow up in
his face. He hastwo somewhat successes in his life; his
robot “yaya” Core-ina and his robot dog “Ping”.
Core-ina (Kurina) is Fredy’s robot “yaya”, one of the only
two successful inventions in his life, kind of. She was
originally programmed to be his housemaid but a glitch
in the code turned her into what is approximately as an
overbearing, overprotective surrogate mother. However
she does sometimes let Fredy suffer from his mistakes to
allow him to grow and learn.
Ping (Portable Information Gizmo) is Fredy’s loyal best
friend. A robotic dog it can hold up to 800 gigabytes of
general information within its computer brain, which he
calls up on his visual monitors to help Fredy out from time
to time. Ping is Fredy’s most valued invention.
Figure 3. Main Characters in Cheloneo World
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UAT Report 2012
Figure 4. World: D’nayao
An enchanted floating island over the eastern continent, D'nayao is a mystical
place full of beauty and mystery. The island was said to have been raised in the
aftermath of the ancient war between god and man by the Goddess Kalikasan in
hopes of protecting her children from corruption and arrogance.
Main Characters
Sinag is the adventurous and brave young prince of the
tree people tribe. He is training to be the next leader of
his village. In order to achieve this he must undergo
various trials and quests to prove himself worthy of
being the rightful heir of his people.
Tala is Sinag's childhood friend from the tree people
tribe. She is calm and smart. Hoping Sinag becomes a
great leader, she helps him out in his quests, providing
advice along the way.
Quite eccentric he is Sinag's mentor. Apo Jin is bound to
stay within the confines of his sanctuary on Undama Island
(another floating island nearby). He is the one that sends
Sinag off on quests to teach him the ways of their people.
Figure 5. Main Characters in D’nayao World
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UAT Report 2012
Figure 6. World: Magicademy
Magicademy is a place of learning where magic combined with technology
works in harmony. A town surrounds the academy containing markets, farms
and a dormitory-area. All these locales are created to cater to the needs of the
students in pursuit of higher education.
Main Characters
Cecil is a new transfer to Magicademy. She is a young and
inquisitive student eager to learn and help others with her
newfound knowledge.
Professor Augosto is a veteran professor of the
academy.The professor has a tough exterior that is
intimidating to newcomers. However, he is actually a very
kind, helpful, and compassionate teacher to his students.
Reina is proud and aggressive. She is the self-declared rival
of Cecil when she transferred to the Magicademy. Although
she says she is Cecil’s rival, she is a good person at heart.
She is as likely to help her with her schoolwork as much as
she would like to challenge her to a battle of wits.
Figure 7. Main Characters in Magicademy
World
Table 1 shows that for this UAT, 98 courseware modules were tested. Of these
modules, 35 are from the world of Cheloneo, 32 from Magicademy and 31 from
D’nayao.
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UAT Report 2012
Table 1. Distribution of Mathematics and Science Modules per Courseware World
C.
World
Cheloneo (Technolab)
Math modules
20
Science modules
15
Magicademy
20
12
D’Nayao
20
11
Results of the Study
Hypertext
Factors contributing to the assessment of the hypertext in the modules include
font size, font style, text field, and lesson details. These factors are interrelated
and affected each other because when a particular module contains many
lesson details, texts will most probably be lengthy and the size will be reduced in
order to fit all the information on a limited text field of a specific scene.
With regards to the use of text in the modules, table 2 shows that responses, in
general, were positive. Majority (98.5%) of student-participants found the text,
text color (98.5%), text size (97%), and text style (98.7%) were easy to read.
However, it is important to note that during the FGD, some participants
suggested to increase the font size of the text.
Data also showed that 91.7% participants agreed that the paragraph and
sentence lengths in the modules were not too long, 6.7% were neutral while
only 1.5% disagreed. Although during one of the FGDs, a student mentioned
that some modules have too many paragraphs in one module.
Table 2. Distribution of Responses on the Statements Pertaining to Hypertext
Count
Strongly
Agree/Agree
985
Disagree/
Strongly
Disagree
0
Neutral
15
TOTAL
1000
%
98.5%
0.0%
1.5%
100.0%
The text color makes the
text easy to read
Count
984
1
14
999
%
98.5%
.1%
1.4%
100.0%
The text size makes the
text easy to read
Count
970
4
26
1000
%
97.0%
.4%
2.6%
100.0%
The text style makes the
text easy to read
Count
985
0
13
998
98.7%
0.0%
1.3%
100.0%
The lengths of the
paragraphs/sentences
are not too long
Count
911
15
67
993
91.7%
1.5%
6.7%
100.0%
HYPERTEXT
The text is easy to read
10
%
%
UAT Report 2012
Interactivity
For the interactivity element of the courseware modules, table 3 shows that
most (96.4%) of the participants found that the instructions in the modules were
easy to understand, 3.3% were neutral and 0.3% disagreed.
More than nine six percent (96.1%) of student-participants also agreed that the
navigation system is easy to use, 3.4% were neutral, and 0.5% disagreed.
Majority (95.6%) of the students surveyed agreed that the exercises were userfriendly and intuitive, 3.7% were neutral, while a small percentage (0.7%)
disagreed on the subject. Also, most (95.5%) of the students agreed that the
exercises in the modules were interesting and appealing, while only about 3.8%
were neutral and 0.7% disagreed. Although, majority (92.5%) agreed that
response time was appropriate, there were some students during the FGD who
mentioned that the animations and voice-overs were slow. This may explain the
6.3% “neutral” and 1.2% “disagree” responses in the data.
During the FGD, several student participants suggested on improving the
interactivity portion of the module in terms of the type of activity, challenges,
instructions, and contents. They also suggested for additional questions or
challenges in the modules.
For the type of activities, the student suggested having rewards or unlocking
items when getting the right answers. Students also expressed that they
preferred interactivities that were similar to computer games they play.
Students also preferred to have a scoring system and wanted more challenging
interactivities such as fill-in the blanks rather than multiple choices.
Table 3. Distribution of Responses on the Statements Pertaining to Interactivity
INTERACTIVITY
The instructions are easy to
understand
The navigation system is easy
to use
The exercises are user-friendly
and intuitive
The interactive exercises are
interesting and appealing
The
response
time
is
appropriate
11
Count
%
Count
%
Count
%
Count
%
Count
%
Strongly
Agree/Agree
948
96.4%
945
96.1%
937
95.6%
937
95.5%
907
92.5%
Disagree/
Strongly
Disagree
3
.3%
5
.5%
7
.7%
7
.7%
12
1.2%
Neutral
32
3.3%
33
3.4%
36
3.7%
37
3.8%
62
6.3%
TOTAL
983
100.0%
983
100.0%
980
100.0%
981
100.0%
981
100.0%
UAT Report 2012
Animation
Table 4 shows that majority (95.9%) of the student participants agreed that the
animated sections of the lessons were entertaining, had appropriate lengths
(94.8%), and that the characters (95.4%) and the lesson proper (95.8%) are
appealing.
However, the FGD results revealed that some students were not quite fond of
the character Core-ina. A few said that it was the way she moved that did not
appeal to them, while others mentioned the scissors on her head make her look
dangerous.
The students preferred animated characters with more movement rather than
characters with static or simple motions. Particularly for the Technolab world
and Magicademy, some students mentioned that they lacked character
movement. Nevertheless, the animation elements in the courseware modules
entertained the student-participants which made the modules interesting and
enjoyable.
Table 4. Distribution of Responses on the Statement Pertaining to Animation
ANIMATION
The animated sections of the
lesson are entertaining
The animation scenes had
appropriate lengths
The animations of the
characters are appealing.
The animations of the lesson
proper are appealing
Count
%
Count
%
Count
%
Count
%
Strongly
Agree/Agree
943
95.9%
932
94.8%
954
95.4%
952
95.8%
Disagree/
Strongly
Disagree
4
.4%
9
.9%
6
.6%
8
.8%
Neutral
36
3.7%
42
4.3%
40
4.0%
34
3.4%
TOTAL
983
100.0%
983
100.0%
1000
100.0%
994
100.0%
Simulation
For the simulation elements of the modules, table 5 shows that majority (95.2%)
of the students agreed that the simulations were easy to understand, and the
module elements such us the graphics (96.4%), text (96.9%), and voice-overs
(93.6%) made the simulations easy to understand. They also agreed that the
background music did not interfere with the content of the simulations (83.5%),
and the animations of the simulations were interesting and appealing (96.4%).
As mentioned in the FGDs, students said that they understood the lessons
better because they can watch the actual process of the specific lesson. A good
example given was the process of photosynthesis. On the other hand, some
students commented that some transitions were fast. They suggested that
modules should have a pause/repeat button.
12
UAT Report 2012
Table 5. Distribution of Responses on the Statement Pertaining to Simulation
SIMULATION
The simulations are easy to
understand
The graphics make the simulations
easy to understand
The text make the simulations easy
to understand
The
voice-overs
make
the
simulations easy to understand
The background music does not
interfere with the content of the
simulations
The animations of the simulations
are interesting and appealing
Count
%
Count
%
Count
%
Count
%
Count
%
Count
%
Strongly
Agree/
Agree
945
95.2%
960
96.4%
967
96.9%
934
93.6%
830
83.5%
Disagree/
Strongly
Disagree
6
.6%
1
.1%
3
.3%
7
.7%
48
4.8%
Neutral
42
4.2%
35
3.5%
28
2.8%
57
5.7%
116
11.7%
TOTAL
993
100.0%
996
100.0%
998
100.0%
998
100.0%
994
100.0%
920
96.4%
3
.3%
31
3.2%
954
100.0%
Graphics
Table 6 shows that, although most (97.4%) students agreed that the graphic
elements of the modules were clear and accurate, appealing (94.7%) and
organized and effective (96.6%), a few students commented on character design
of Core-ina (Cheloneo) and Professor Agosto during the FGD sessions. The
students did not like Core-ina’s appearance citing the scissors as her hair and
Professor Augusto’s static movement in scenes.
Table 6. Distribution of Responses on the Statement Pertaining to Graphics/Pictures
Count
Strongly
Agree/
Agree
940
Disagree/
Strongly
Disagree
4
Neutral
21
TOTAL
965
%
97.4%
.4%
2.2%
100.0%
Count
913
5
46
964
%
94.7%
.5%
4.8%
100.0%
Count
935
5
28
968
%
96.6%
.5%
2.9%
100.0%
GRAPHICS
The graphics (illustrations,
pictures, backgrounds, etc.) are
clear and accurate
The characters are appealing
The lesson layouts are well
organized and effective
Sound
With regards to the sound elements of the modules, majority of the responses
are favorable. On the comprehensibility of the voice-overs, 93.6% agreed that
courseware characters were easy to understand, voice-overs were delivered
well (93.4%) and the voices fit the characters (94%). However, during the FGD,
some students suggested that Core-ina’s voice should be modified.
13
UAT Report 2012
For the background music/sounds, 94.2% agreed that the music/sound used
were pleasing and appropriate for the scenes, volume level of sound effects
(92%) and voice- over (94%) are adequate. Though majority of the students
(96%) agreed that sound effects were appropriate, a few students emphasized,
during the FGD sessions, that feedbacks should not be repetitive and should not
be present at all items especially if the exercises contain multiple items.
Students also pointed out the problems on sound particularly with the volume
levels and the voice-overs. The students suggested adding volume controls for
the background music and the voice-over. Some students said that, they
preferred voice-over feedback with sound effects rather than sound effects
alone.
Table 7. Distribution of Responses on the Statement Pertaining to Sound/
Voice-over
Count
Strongly
Agree/
Agree
907
Disagree/
Strongly
Disagree
6
Neutral
56
TOTAL
969
%
93.6%
.6%
5.8%
100.0%
Count
906
9
55
970
%
93.4%
.9%
5.7%
100.0%
Count
938
8
51
997
%
94.1%
.8%
5.1%
100.0%
The background music is pleasing and
appropriate for the scenes they were
used on
Count
940
5
53
998
%
94.2%
.5%
5.3%
100.0%
The volume level of background music
is adequate
Count
921
10
66
997
%
92.4%
1.0%
6.6%
100.0%
The volume level of sound effects
music is adequate
Count
920
8
71
999
%
92.1%
.8%
7.1%
100.0%
The volume level of the voice-overs is
adequate
Count
939
7
51
997
%
94.2%
.7%
5.1%
100.0%
Count
959
7
33
999
%
96.0%
.7%
3.3%
100.0%
Count
843
28
126
997
%
84.6%
2.8%
12.6%
100.0%
SOUND/VOICE-OVER
The narrator/character voice-overs are
easy to understand
The voice-overs are delivered well
The voice-overs fit the characters well
The sound effects are appropriate
All text should have voice-overs
14
UAT Report 2012
Storyline/Plot
Table 8 shows the responses on the statement pertaining to storyline/plot. As
for the storyline/plot used in the modules, 96.2 % of the student-participants
agreed that the stories were entertaining. In addition, 94% of the participants
agreed that the lengths of the story segments for each module are necessary.
Moreover, 97% of the students also agreed that the flow and events of the
stories were understandable. While student-participants are fond of the
characters in the courseware modules, majority (94%) agreed that the modules
presented a clear line between what is real and what is fictional.
Table 8. Distribution of Responses on the Statement Pertaining to Storyline/Plot
STORYLINE/PLOT
The storyline/plot is entertaining
The lengths of the story segments are
necessary
The flow and events of the story is
understandable
There is a clear line in the story
between what is real and what is
fictional
Count
%
Count
%
Count
%
Count
%
Strongly
Agree/
Agree
948
96.2%
925
94.1%
955
97.0%
923
94.4%
Disagree/
Strongly
Disagree
4
.4%
7
.7%
3
.3%
1
.1%
Neutral
33
3.4%
51
5.2%
27
2.7%
54
5.5%
TOTAL
985
100.0%
983
100.0%
985
100.0%
978
100.0%
Content
On the content of the lessons, Table 9 shows that majority (87.4%) of the
student-participants agreed that the lesson content were easy to understand
even without the help of a teacher and the pace in which the lesson content was
delivered was adequate (93.4%). Despite these positive responses, there were
mentions during the FGDs that some of the lessons were too long. The text in
the lessons and the voice-over of the characters took too long to finish, which
made the modules drag and seem longer.
The details of the results are found in Annex H and Annex I.
15
UAT Report 2012
Table 9. Distribution of Responses on the Statement Pertaining to Content
CONTENT
The lesson content is easy to
understand without the help
of a teacher
The pace in which the lesson
content was delivered was
adequate
There is no feeling of a lack of
information
The interactivities in relation
to the lesson content are
adequate
V.
Count
%
Count
%
Count
%
Count
%
Strongly
Agree/
Agree
863
87.4%
Disagree/
Strongly
Disagree
11
1.1%
Neutral
113
11.4%
TOTAL
987
100.0%
922
93.4%
9
.9%
56
5.7%
987
100.0%
795
80.7%
947
95.7%
65
6.6%
5
.5%
125
12.7%
38
3.8%
985
100.0%
990
100.0%
Summary/Conclusion
The following conclusions were made based on the findings of the UAT:
VI.
A.
Despite minor comments in some of the elements of the Courseware modules,
the overall design and content of the modules were found to be generally
effective. The students have better attitudes towards learning when using
innovative teaching strategies or technology like the Interactive Courseware in
Science and Mathematics for Secondary-Level Schools.
B.
Although there were some minor comments and suggestions, as documented
during the actual testing of the modules and the conduct of the FGD sessions,
the overall survey results revealed that most of the participants agreed to the
current elements present in the 98 courseware modules that were tested.
Among these elements are: Hypertext, Interactivity, Animations, Simulations,
Graphics/Pictures, Sound, Story/Plot, and Lesson Content. The FGD data
affirmed the results obtained from the survey.
Recommendations
With the earlier findings and conclusions, the following recommendations are offered:
A.
16
The project team should come up with the new standards on the development
and prototype of modules based on the result of the UAT. Further study must be
conducted to see if courseware modules will be effective educational tools to
secondary level students. The said study should also identify the preferences and
needs of the users, thus, help in the conceptualization and development of a
more appropriate approach to designing learning modules for secondary level
students.
UAT Report 2012
B.
The matrix below shows some of the recommendations based from the UAT.
Module Development
CONTENT
Check the story. Students want
more discussion and interactivity.
More conservative expressions.
Script Development
Check the story. Students want more
discussion and interactivity.
SEI may QA scripts for 3rd year to
maintain a standard of writing the
scripts.
Additional exercises.
Add an example in the instructions.
Consider difficulty levels in the
evaluation part.
Writers may provide a link or
description of difficult terms.
Standardize structure of scripts.
Writers must come up with a more
balanced script between interactivity
and presentation of lesson content
(sample of module with little
interactivity: lesson on Filipino
Scientist).
ANIMATION
Have more exciting animations.
More dynamic transitions.
For Math and science lessons:
implement a step by step animation
when discussing/solving
mathematical problems.
New Features
Panoramic camera
Video format for the animation
scenes/simulations
Isometric view,3D
GRAPHICS
Standard color palette for each
world to keep consistency.
Implement standard in fonts style.
New Features
Characters matured
Changes in the appearance of the
characters (i.e. Core-ina- will
change the scissors to something)
Scoring system
Interactive map
VO replay buttons
On screen calculators (number +
Special keys)
17
UAT Report 2012
INTRACTIVITY
More interactive exercises.
When involving questions with fixed
set of choices (i.e. "yes" or "no" /
true or false) use button types.
When involving questions with
multiple choice use radio buttons or
check boxes.
Normalize talking speed of
characters and narrator.
More interactivity is called for
(identify the interactivity during
script development).
Possible glossary function (when
hover over a difficult word/scientific
term).
New Features
Scrubber within the scenes; scene
selection/navigation.
Notebook that will capture
important notes.
Users can view correct solutions to
answers (will create an icon that will
pop up).
SOUNDS
- identify VO portions in the script.
- standardize volume levels for VO,
BGM and SFX
VII. References
References
Jeffries, P.R. (2001), "Computer versus Lecture: A Comparison of Two Methods of
Teaching Oral Medication Administration in a Nursing Skills Laboratory". Journal of
Nursing Education 40(7), 323 – 329.
Ragasa, Carmeilita Y. “A Comparison of Computer-Assisted Instruction and the
Traditional Method of Teaching Basic Statistics”. Journal of Statistics Education Volume
16, Number 1 (2008), p 2.
Szabo, M. (2001). "Survey on Instructional Technology Research". Research on
Educational
Television.
<http://www.quasar.ualberta.ca/edmedia/readingsnc/Nrefsza.html>
Williams, C.J. & Brown, S. W. (1990). "A review of the research issues in the use of
computer-related technologies for instruction. What do we know?". International
Journal of Instructional Media, 17(3), 213 –225.
18
UAT Report 2012
Clark, R.E. (1985), "Evidence for confounding in computer-based instruction studies:
Analyzing the meta-analyses". Educational Communication and Technology Journal,
33(4), 249-262.
Websites
Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United
States, 2008 Needham MA: Sloan Consortium. <http://sloanconsortium.org/>
Ambient Insight Research (2009) US Self-paced e-Learning Market Monroe WA: Ambient
Insight Research <http://en.wikipedia.org/wiki/E-learning#cite >
“The University of Edinburg School of Physics and Astronomy”. e-Learning in the School
of Physics and Astronomy. 2011.
<http://www.ph.ed.ac.uk/elearning/projects/physics1a/ >
Hajsadr, S.M (2005). “Lesson.co.uk”. e-lesson. <http://www.elesson.co.uk/pr/pr1.asp >.
http://www.brainstormusa.com/templates/producttemplate.aspx?pageid=40
http://www.adb.org/Education/philippines-country-analysis.pdf
http://www.skoool.ph
http://www.genyo.com.ph
http://www.deped.gov.ph
http://sloanconsortium.org/
19
Annexes
Program of Activities Annex A
PROGRAM OF ACTIVITIES
Morning
08:00 – 08:10
08:10 – 08:20
08:20 – 09:00
09:00 – 09:10
09:00 – 09:10
09:10 – 09:20
09:20 – 11:20
11:20 – 11:30
11:20 – 11:30
11:30 – 11:40
11:40 _ 12:00
12:00 – 12:10
Pre-Student Survey
Setup survey area
Brief introduction about the Pre-Student Survey
Conduct Pre Student Survey
Distribute survey forms
Facilitate and assist the students
End of Pre Student Survey
Documentation and Consolidation
User Acceptance Testing
Setup UAT area
Both software and hardware
Brief introduction about the UAT
Conduct UAT
Test 6 Modules per student
Facilitate and assist the students
End of UAT
Documentation
Post-Student Survey
Setup survey area
Brief introduction about the Post-Student Survey
Conduct Post-Student Survey
Distribute survey forms
Facilitate and assist the students
End of Post-Student Survey
Documentation and Consolidation
Afternoon
Same students will attend the FGD.
01:00 – 01:10
01:10 – 01:20
01:20 _ 01:30
01:30 – 03:30
03:30 – 03:40
20
Focus Group Discussion (FGD)
Setup FGD area
Brief introduction about the FGD
Ice Breaker
Conduct FGD
Interview students
Asked for questions, ideas and suggestions
Deepen ideas and suggestions
Wrap-up
End of FGD
Documentation and Consolidation
List of Schools Annex B
LIST OF PUBLIC HIGH SCHOOLS
Public High Schools
Calamba National High School
San Isidro National High School
Las Piñas East National High School
Navotas National High School
Fort Bonifacio National High School
Bagumbayan National High School
Dasmariñas National High School
Muntinlupa National High School
21
Date of UAT
Wednesday,
29 February 2012
Tuesday,
6 March 2012
Monday,
12 March 2012
Tuesday,
14 March 2012
Friday,
16 March 2012
Wednesday,
21 March 2012
Monday,
26 March 2012
Thursday,
28 March 2012
Pre-Survey Questionnaire Annex C
STUDENT SURVEY FORM 1
DATE:
SCHOOL:
SECTION:
_____________________ AGE: ____________ GENDER: _______________
_________________________________________________________________
_________________________________________________________________
INSTRUCTIONS: Read each statement or question provided below and provide your answer accordingly.
Mark the appropriate circles of your answer on the given scales/choices below each statement, and/or
write your answers on the blanks provided after each question.
Do you have a computer at home?
Using the scale below, indicate how good your skill is on using computers.
Using the scale below, indicate how much you use a computer for doing research/homework.
Have you tried using e-books, learning software, educational games, or e-learning websites before?
If yes, what are those?
___________________________________________________________________________________
What is your most favorite subject? _____________________________________________________
What is your least favorite subject? _____________________________________________________
What is your favorite animated show? ___________________________________________________
Who is your favorite animated character? ________________________________________________
What are your three most visited websites?
___________________________________________________________________________________
What are the things that encourage you to study? List down at least three.
___________________________________________________________________________________
22
Post-Survey Questionnaire Annex D
STUDENT SURVEY FORM 2
DATE:
SCHOOL:
SECTION:
SUBJECT:
LESSON TITLE:
_____________________ AGE: ____________ GENDER: _______________
_________________________________________________________________
_________________________________________________________________
_______________________
LESSON NUMBER: _______________________
_________________________________________________________________
INSTRUCTIONS: Read the statements provided below and answer your level of agreement with them by
shading the appropriate circles in the given scales below.
HYPERTEXT
1. The text is easy to read.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
2. The text color makes the text easy to read.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
3. The text size makes the text easy to read.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
4. The text style makes the text easy to read.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
5. The lengths of the paragraphs/sentences are not too long.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
23
1
Strongly Disagree
Post-Survey Questionnaire Annex D
INTERACTIVE
1. The instructions are easy to understand.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
2. The navigation system is easy to use.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
3. The exercises are user-friendly and intuitive.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
4. The interactive exercises are interesting and appealing.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
5. The response time is appropriate.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
ANIMATION
1. The animated sections of the lesson are entertaining.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
2. The animation scenes had appropriate lengths.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
24
1
Strongly Disagree
Post-Survey Questionnaire Annex D
3. The animations of the characters are appealing.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
4. The animations of the lesson proper are appealing.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
SIMULATIONS
1. The simulations are easy to understand.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
2. The graphics make the simulations easy to understand.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
3. The text make the simulations easy to understand.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
4. The voice overs make the simulations easy to understand.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
5. The background music does not interfere with the content of the simulations.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
25
1
Strongly Disagree
Post-Survey Questionnaire Annex D
6. The animations of the simulations are interesting and appealing.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
PICTURES/GRAPHICS
1. The graphics (illustrations, pictures, backgrounds, etc.) are clear and accurate .
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
2. The characters are appealing.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
3. The lesson layouts are well organized and effective.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
SOUND
1. The narrator/character voice-overs are easy to understand.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
2. The voice-overs are delivered well.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
3. The voice-overs fit the characters well.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
26
1
Strongly Disagree
Post-Survey Questionnaire Annex D
4. The background music is pleasing and appropriate for the scenes they were used on.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
5. The volume level of background music is adequate.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
6. The volume level of sound effects music is adequate.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
7. The volume level of the voice-overs is adequate.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
8. The sound effects are appropriate.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
9. All text should have voice-overs.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
STORY/PLOT
1. The storyline/plot is entertaining.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
27
1
Strongly Disagree
Post-Survey Questionnaire Annex D
2. The lengths of the story segments are necessary.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
3. The flow and events of the story is understandable.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
4. There is a clear line in the story between what is real and what is fictional.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
LESSON CONTENT
1. The lesson content is easy to understand without the help of a teacher.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
2. The pace in which the lesson content was delivered was adequate.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
3. There is no feeling of a lack of information.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
1
Strongly Disagree
4. The interactivities in relation to the lesson content are adequate.
5
4
3
2
Strongly Agree
Agree
Neutral
Disagree
28
1
Strongly Disagree
Post-Survey Questionnaire Annex D
Write any other issues or suggestions you might have pertaining to the module is the space
below. You may write on the back of the paper if the space is insufficient.
29
FGD Guide Questions Annex E
FOCUS GROUP DISCUSSION’s GUIDE QUESTIONS
RULES
1. There are no right or wrong answers
2. Respect student's opinions
3. One person speaking at one time
4. Confidential/anonymous research
5. Transparency
Steps in conducting the session
1. Brief the students about the FGD, its purpose and scope.
2. Asked the students name and short information about her/him
3. Provide nametags to have more intimate discussion
4. Keep the discussion within the KEY QUESTIONS.
5. Encourage students to participate. Make the session more lively. Before ending the FGD, give a
summary of discussion.
KEY QUESTIONS:
Actual use of Courseware
1. Is this the first time that you used an educational interactive program?
Similar educational programs
2. How was your experience in using the courseware modules?
Rate of enjoyment and interest
3. Appeal of courseware to students
Did you think you handled the module correctly?
4. User interface design
30
FGD Guide Questions Annex E
Learning enrichment
1. What have you learn from the lessons in the courseware modules?
•
knowledge about the lesson
•
self paced learning
2. Do you think that high school students should use the courseware modules?
•
recommendation/ endorsement of courseware
•
effectiveness to high school student
3. Can you grade the courseware modules with a grading system of 75 as passing and 100 as the
highest?
Opinions and Suggestions
1. Do you have anything else to say about the courseware modules that we haven’t discussed yet?
31
•
Ideas, opinions and suggestions
•
module enhancement
Defect Log Sheet Annex F
Defect Log - User Acceptance Testing (UAT) –
San Isidro National High School
#
By
In
Area
Type
User /
Module Scene
wrong
Student
(optional) grammar,
Number
wrong answer,
usability,
module
performance,
PC
environment,
others
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
32
Description
Root Cause
(Optional)
Action Done
User Feedback /
Comment
Logged By:
Defect Log Sheet Annex F
Defect Log - User Acceptance Testing (UAT) –
Las Piñas East National High School
#
By
In
Area
Type
User /
Student
Number
Module
Scene
(optional)
wrong grammar, wrong
answer, usability, module
performance, PC
environment, others
1
2
Math 35
usability
Math 57
usability
Scene 5
wrong text
module standard
3
math 19
Scene 5
wrong answer
Bio 6-5
Activity
wrong text
4
5
6
33
Description
Hindi nag open yung
last interactivity
Nahirapan mag drag
ng options
Item 4: instead of 3p
raised 3 dapat 8p
rained 3
button is different
from the standard of
technolab
Check -4p raised 2; 16p raised 3
Wrong answer on
scene 5
Merong hindi naka
super script. Check
data
Root Cause
(Optional)
small clickable area
a(a+3)/a(a-1) wrong
answer, (a+3)/(a-1)
correct answer
Action Done
User Feedback
/ Comment
Logged By:
Defect Log Sheet Annex F
Defect Log - User Acceptance Testing (UAT) - Navotas National High School
#
1
By
In
Area
Type
User /
Student
Number
Module
Scene
(optional)
wrong grammar, wrong answer,
usability, module performance,
PC environment, others
Lesson 8 Graphs of
Linear
Inequalities
N15 A
All intro of
Dnayao and
Magicademy
modules
2
3
4
34
Intro
Description
Root Cause (Optional)
Module performance, Laptop
The module was
running slow or not
proceeding
Laptop Memory
PC environment
The intro of Dnayao
and Magicademy
was running very
slow
Probably due to PC
model (owned by the
school)
Action Done
User Feedback /
Comment
Logged
By:
Restarted the
laptop
none but she was
the last to finish all
the modules
among the
students due to
this defect
Lovely
Salcedo
noted
The students
commented on the
intro part of
Dnayao as too long
Lovely
Salcedo
Defect Log Sheet Annex F
Defect Log - User Acceptance Testing (UAT) - Fort Bonifacio High School
#
By
In
User /
Student
Number
1
FB10A,
FB11A,
FB09A
8
FB09A
9
FB05A,
FB09A
35
Module
28
28
28
Area
Type
Scene
(option
al)
wrong grammar,
wrong answer,
usability,
module
performance, PC
environment,
others
3
5
5
Description
Root Cause
(Optional)
wrong answer
Q: After 2 hrs, how far has it rate
travelled? 150 kph, Same as the
next question: 225kph
answer should be in
distance not in speed.
(150kms). At the script
usability
In the 5th question: I=kd,
Students mistranslated the
symbol " l " as uppercase (i). It
should be lowercase (L).
symbol interpretation
wrong answer
Student's answers are different
and various from what is usually
accepted by the module
selective input
Action Done
gave the
cheat
User
Feedback /
Comment
Logged
By:
Notes:
Kevin
1) No
Laptops
gave the
cheat
Vica
2) Some
computers
does'nt
have
sound
gave the
cheat
Vica
3) had
viruses
Defect Log Sheet Annex F
10
FB06A,
FB08A
28
6
wrong answer
Student's answers are different
and various from what is usually
accepted by the module
selective input
gave the
cheat
"nahihirapa
n" because
they have to
convert it
into english
system
Vica
4) PCs are
outdated
Kevin
Si
Jonathan
(PCIEERD)
standardiz
ed
instruction
Tere
FB08A Used
calculator
2
FB07A,
FB09A
28
6
usability, wrong
answer
L=4N, dapat daw L=10N
indicated is in metric
system but the module
requires to convert it
into english system
3
FB02A,
FB01A,
FB04A
28
6
usability, wrong
answer
L=4N portion
change / clarify
question
4
FB04A,
FB02A,
FB01A
28
8
wrong answer
In exercise 4, number 6: the
answer is 0.02 in module but the
computed is 0.05
script
gave the
cheat
Kevin
11
FB05A,
FB08A
28
8
wrong answer
Student's answers are different
and various from what is usually
accepted by the module
selective input
gave the
cheat
Vica &
Anna
12
FB05A
28
10
wrong answer
Student's answers are different
and various from what is usually
accepted by the module
used different method
on answering the
problem
gave the
cheat
Anna
36
Defect Log Sheet Annex F
5
FB07A,
FB08A
28
10
usability
Students didn't have
the concept to add
scientific notation for
units of measurement
gave the
cheat
Kevin
wrong answer
Question 2: "k" should be
inputted in capital letters at the
field. But it should not be
capitalized
script
gave the
cheat
Kevin
script
gave the
cheat
Kevin &
Anna
6
FB07A
7
FB07A,
FB08A
28
10
wrong answer
Value of k is constant and without
unit of measurement. But the
module needs the answer with
"kg". k=0.16kg
13
FB08A
28
11
wrong answer
Student's answers are different
and various from what is usually
accepted by the module
selective input
gave the
cheat
Anna
14
FB06A.
FB07A,
FB08A,
FB09A
28
11
usability
Students had a hard time in
answering "200$" question
computation, script
gave the
cheat
Kevin &
Anna
15
SEI,
28
11
grammar
"A 1.5 meter long <missing noun>
has a width of 5 feet"
script
note
Kevin
16
FB01B
29
pc environment
low sound
earphone is from a
nokia cellphone
changed the
earphone into
headphone
Kevin
37
28
10
Question 1: They are having time
in adding "kg" in the answer.
Example: 60kg
Defect Log Sheet Annex F
19
FB03B
29
1
usability
Students didn't recognize that
they have to click the "tome" in
order for the scene to continue
Lack of Instruction
pointed to
click the
"tome"
Vica
20
FB03B
29
4
others
Student's answers are usually not
accepted
different input in coding
gave the
cheat
Vica
17
FB01B,
FB06B,
FB10B
29
4
usability
Difficulty in inputting the
superscript
restart
Kevin &
Tere
18
FB03B,
FB10B
29
5
module
performance
module tends to slow at the "Wall
Monster/Masked Man" Portion
maybe the PC is slow
continued
Kevin &
Vica
21
FB03B
33
construction
Hard to figure at last sentence
construction
Lack of Instruction
usability
Students got confused in
answering fraction textboxes.
There were separate fields for
numerator and denominator of a
fraction respectively but the
students answered both the
numerator and the denominator
only on one field
22
FB07A
38
33
weird table
planning/construction
Vica
instructed the
student to
separate
numerator
and
denominator
Vica
Defect Log Sheet Annex F
23
FB09B
33
module
performance
last inputbox didn't work
24
FB10B
41
usability,
module
performance
Cannot click a button
There is a wrong hit
area
Vica
25
FB02B
wrong grammar
Water moves through the "rood"
"rood" should be "root"
Anna
As the student retries,
their previous answers
are stucked in the
textfield.
U4L4
7
26
FB04B
U6L3
3
usability
Students a answering the
textfield with the right answer "3"
at many times but the answer is
still wrong.
27
FB08B
U6L3
4
grammar
CCC but it should be GGG
28
FB03B
U6L3
wrong answer
In Gene 1, UAA is needed by the
module. It should be UGG.
39
Kevin
reflushing the
textfield and
then filling up
again with the
right answer
Kevin
Kevin
Script
Vica
Defect Log Sheet Annex F
Defect Log - User Acceptance Testing (UAT) - Bagumbayan National High School
#
1
2
In
Area
Type
User /
Student
Number
Module
Scene
(optional)
wrong
grammar,
wrong answer,
usability,
module
performance,
PC
environment,
others
Fish Area
usability
THe fish cannot be grabbed
bug
restart
wrong answer
At Question 5: Students cannot
solve becase its impossible due to
wrong given and answer.
exceeded by "13"
wrong given and
answer
gave the cheat
BB04A
18
BB08A,
BB07A,
BB06A,
BB05A,
BB03A,
BB04A
48
3
BB05A
4
5
Root Cause
(Optional)
By
1
Parts of A
Microscope
U1L6
Description
usability
User cannot find the location of a
missing part of a microscope
Action Done
User
Feedback /
Comment
"Ate ayaw!"
Logged
by:
Dianne
Dianne
guided by Tope
"Nawawala
ako, and I
dont know
what to do"
Dianne
ang hirap daw
Kevin
BB02B,
BB01B
1
2
usability
Entering "3" in the field
required should have
the format "3.00"
do the format
BB01B,
BB02B
6
2
module
performance
no next button, it is slow also
maybe due to PC
(IBM)
restart
Kevin
wrong answer
answer in the module is " 5/9" but
the given is
[(1x1x5)/(1x3)]*[(1x2)/(1x1x1x3)]
right answer should
be "10/9"
gave the cheat
Kevin
6
BB08B
40
23
4
Defect Log Sheet Annex F
7
8
9
BB06B
23
4
module
performance
not playing after text input at
Question #5 (2/7)
BB07B
6
2
module
performance
no next button, it is slow also
maybe due to PC
(IBM)
Jericho
BB05B,
BB09B
6
3
module
performance
no next button, it is slow also
maybe due to PC
(IBM)
Jericho
BB07B
6
4
module
performance
no next button, it is slow also
maybe due to PC
(IBM)
Jericho
BB09B
6
6
module
performance
no next button, it is slow also
maybe due to PC
(IBM)
Jericho
BB05B,
BB09B
23
8
module
performance
module hanged
maybe due to PC
(IBM)
Jericho
10
11
12
41
next
Kevin
Defect Log Sheet Annex F
Defect Log - User Acceptance Testing (UAT) –
Dasmariñas National High School
#
By
In
Area
Type
User /
Student
Number
Module
Scene
(option
al)
wrong grammar,
wrong answer,
usability, module
performance, PC
environment,
others
1
Math Lesson 10
Scene
7
Some students cannot input
their answer in the text box
PC performance
Having
technical
problems
Some buttons are not
clickable, getting stuck in one
scene, or having a hard time
inputting answers in the
input boxes.
PC
performance/problem
s with Flash player
used
Module and PC
Performance
Due to the computers using
Linux, some of the modules
had a hard time loading and
the player, when in full
screen, won't let the module
play. Due to the heavy
graphics of the module, the
buttons that had the choices
could not be clicked.
3
Math 2 Lesson
22
4
Math 2
Lesson 55
42
Scene
5
Root Cause (Optional)
Interactive
2
Math 2 Lesson
22
Description
Module and
PC
Performance
PC Performance
The input text box didn't
worked even if it was
PC Performance
clicked.
/Flash Player/OS
Action Done
Set it to minimized
window
Set A students
(who have this
module in their
list) switched to
the next module;
changed flash
player)
The students who
are assigned to
Math Lesson 22
had to use a laptop
that was set up in
the room, once
they have
completed all their
other assigned
modules.
Skip the Scene
by clicked the
play option in
the control
menu of the
flash player.
User Feedback /
Comment
Logged
by:
"Di po ako makapagtype"
Santi
It may have something to
do with their Linux OS
Tere
Test the modules on all
Computer Operating
Systems, not only just
Windows and Mac.
Possibly also check the
modules on a low-end
computer with low specs.
Tina
Sir the input text box
didn't worked said by
the student.
JR
Defect Log Sheet Annex F
Defect Log - User Acceptance Testing (UAT)
– Muntinlupa National High School
#
By
In
Area
Type
User /
Student
Number
Module
Scene
(optional)
wrong grammar,
wrong answer,
usability, module
performance, PC
environment,
others
Lesson 37 Rewriting
Expressions
with Rational
Exponents as
Radicals
1
Donna
2
Lesson 50 - The
Common
Difference in an
Arithmetic
sequence
Ivan
Scene 4
Scene 5 #5
wrong feedback
wrong answer
typo error
3
Lesson 39 Renaming
Perfect nth
roots
Donna
43
Scene 5
Description
Wrong feedback was
given by the program.
the correct answer
should be letter B.
the answer accepted by
the program is not the
correct answer.
in scene 5, there are 2
instances of typo error:
the square root of 125 is
written as 6 times the
square root of 25 and
the square root of 16 x
cube y cube is written as
square root of 16 x cube
2 times y cube.
Root Cause (Optional)
Dev
script (radical symbols
were not properly
encoded or at all)
Action Done
User Feedback / Comment
Logged by:
advised student
that the issue
would be fixed
the student was sure her
answer was right but the
program gave a wrong
feedback.
Elmer
advised student
that the issue
would be fixed
the students were
complaining because the
answer requires them to
encode radical symbols;
the program did not
provide a way to do it.
Elmer
advised student
that the issue
would be fixed
the stud
Elmer
List of Modules Annex G
Cheloneo (Technolab) Modules
Mathematics
Lesson 10 – Quadratic Equations
Lesson 11 – Roots of a Quadratic Equation
Lesson 12 – Solving Quadratic Equations by Factoring
Lesson 13 – Solving Quadratic Equations by Completing the Square
Lesson 14 – The Quadratic Formula
Lesson 15 – Using the Discriminant to Describe the Nature of Roots of a Quadratic Equation
Lesson 16 – Solving Quadratic Equations that Involve Rational Expressions
Lesson 17 – Use Quadratic Equations to Solve Problems
Lesson 32 – Positive Integral Exponents
Lesson 33 – Evaluating Numerical Expressions with Zero and Negative Exponents
Lesson 34 – Simplifying Expressions with Integral Exponents
Lesson 35 – Solving Problems Involving Expressions with Integral Exponents
Lesson 36 – Simplifying Expressions with Rational Exponents
Lesson 37 – Rewriting Expressions with Rational Exponents as Radicals
Lesson 38 – Rewriting Radicals as Expressions with Rational Exponents
Lesson 56 – Geometric Sequence
Lesson 57 – The nth Term of a Geometric Sequence
Lesson 58 – More on Geometric Sequence
Lesson 59 – Sum of the First n Terms of a Geometric Sequence
Lesson 60 – Solving Problems that Involve Geometric Sequences
Science
Unit 1 Lesson 1 – Different Life Processes
Unit 1 Lesson 4 – Filipino Scientists in Biology
Unit 1 Lesson 5 – Foreign Scientists in Biology
Unit 1 Lesson 6 – The Compound Microscope
Unit 4 Lesson 6 – Respiratory System
Unit 4 Lesson 7 – Excretory System
Unit 6 Lesson 1 – DNA Structure
Unit 6 Lesson 2 – DNA Replication
Unit 6 Lesson 3 – Protein Synthesis
Unit 6 Lesson 4- Monohybrid
Unit 6 Lesson 5 – Multiple Alleles
Unit 6 Lesson 6 – Incomplete Indominance
Unit 6 Lesson 7 – Non-Mendelian Patterns of Heredity
Unit 6 Lesson 8 – Genetic Engineering
Unit 8 Lesson 3 – Kingdom Fungi
44
List of Modules Annex G
D’nayao Modules
Mathematics
Lesson 18 – Rational Algebraic Expressions and Their Domains
Lesson 19 – Simplifying Rational Algebraic Expressions
Lesson 20 – Add or Subtract Similar Rational Algebraic Expressions
Lesson 21 – The LCD of Dissimilar Rational Algebraic Expressions
Lesson 22 – Add/ Subtract Dissimilar Rational Algebraic Expressions and Simplify the Result
Lesson 23 – Multiplication of Rational Algebraic Expressions
Lesson 24 – Division of Rational Algebraic Expressions
Lesson 25 – Simplifying Complex Fractions and Complex Rational Algebraic Expressions
Lesson 26 – Equations Containing Rational Algebraic Expressions
Lesson 27 – Solve Problems with Rational Algebraic Expressions
Lesson 39 – Simplifying Radical Expressions
Lesson 40 – Rationalizing Denominators Containing Square Roots
Lesson 41 – More on Rationalizing Denominators
Lesson 42 – Addition and Subtraction of Radicals
Lesson 43 – More on Addition and Subtraction of Radicals
Lesson 44 – Solve Problems with Rational Expressions: Multiplication of Radicals
Lesson 45 – Division of Radicals
Lesson 46 – Equations Containing Radicals
Lesson 47 – Solving Problems which Involve Equations with Radicals
Lesson 55 – Solving Problems Involving Arithmetic Sequence
Science
Unit 3 Lesson 1 – Food Production in Leaves
Unit 5 Lesson 1 – Cell Cycle Mitosis and Meiosis
Unit 5 Lesson 5 – Development of the Baby
Unit 5 Lesson 6 – Population Growth
Unit 5 Lesson 7 – Family Planning
Unit 5 Lesson 8 – Sexually Transmitted Diseases in Humans
Unit 8 Lesson 5 – The Fern
Unit 8 Lesson 6 – Gymnosperm
Unit 9 Lesson 1 – Natural and Human-made Ecosystems
Unit 9 Lesson 2 – Managed and Unmanaged Ecosystem (Integrated 2 lessons)
45
List of Modules Annex G
Magicademy Modules
Mathematics
Lesson 1 – System of Linear Equations and their Graphs
Lesson 2 – Solution of System by Graphing
Lesson 3 – Solution of System of Linear Equations in Two Variables by Substitution
Lesson 4 – Solution of System of Linear Equations in Two Variables by Elimination
Lesson 5 – Solution of System by Elimination and Substitution
Lesson 6 – Solving Number Relation Problems Using Equations in Two Variables
Lesson 7 – Solving Geometric Problems Using Equations in Two Variables
Lesson 8 – Graphs of Linear Inequalities
Lesson 9 – Solutions of Linear Inequalities by Graphing
Lesson 28 – Direct Variation
Lesson 29 – Direct Square Variation
Lesson 30 – Inverse Variation
Lesson 31 – Joint Variation
Lesson 48 – Finding the Terms of Sequence
Lesson 49 – Arithmetic Sequence
Lesson 50 – The Common Difference in an Arithmetic Sequence
Lesson 51 – The nth Term on Arithmetic Sequence
Lesson 52 – More on Arithmetic Sequences
Lesson 53 – The Sum of the First n Terms of an Arithmetic Sequence
Lesson 54 – Arithmetic Means
Science
Unit 2 Lesson 1 – Prokaryotic and Eukaryotic Cells
Unit 2 Lesson 3 – Active and Passive Transport
Unit 4 Lesson 1 – Levels of Organization in Living Organisms
Unit 4 Lesson 2 – Plant Organ System – Roots
Unit 4 Lesson 3 Nutrient Needs of Plants
Unit 4 Lesson 4 – Leaves and Transpiration
Unit 7 Lesson 1 – Theories of Evolution
Unit 7 Lesson 2 – Evidences of Evolution
Unit 7 Lesson 3 – Pattern of Evolution
Unit 7 Lesson 4 – Effects of Technology and Evolution
Unit 8 Lesson 7 – Plant Diversity: How to Classify Plants
Unit 8 Lesson 12 – Phylum Echinodermata
46
Results of FGD Annex H
MODULES UNDER THE WORLD OF CHELONEO (Technolab)
Module
Comments
Action
Bio U1L1 Different Life
Process
The students liked the part of the module wherein they
faced a kapre. It was due to the format that was used in
the interactive as a game in some famous Role Playing
Game. They wanted to see more characters like that in
the modules, such as monsters and dragons because
those are their interests. They also liked the story
because it was about exploration, and the lesson
reminded them of important facts about biology that
they have learned some time before, thus made it an
effective tool for reviewing. However, they found the
module a bit slow in terms of the pacing of the storyline
and transitions. They also suggested for additional
exercises.
Have more exciting
animations; more dynamic
transitions; more interactive
exercises; normalize talking
speed of characters and
narrator; and improve
phrasing of instructions.
Bio U1L4 Filipino Scientists
in Biology
The students found the module very interesting and
they learned many things. The characters caught their
interest and suggested for more educational games.
However, there were some students who disliked the
module due to many lesson details which they had to
read and remember. One student said that the pacing is
too slow, and the VO narration is also slow. But in
general, they liked the module.
The students were thankful because they learned many
things about module. It helped them to learn more
Bio U1L5 Foreign Scientists
about foreign scientists. They found the module
in Biology
interesting, and the lessons were entertaining and
challenging.
Bio U1L6 Compound
Microscope
The students were happy because of the educational
game they experienced playing. They appreciated the
animation and the characters and found the module
very entertaining. However, some students said that the
module's pacing is slow although it allowed them to
understand the module well; some parts were unclear
to them.
Bio U4L6 Respiratory
System
The students were amazed with the way the module
was presented, and they were also entertained; they
found the module interesting. One student suggested
that there should be additional information on how to
prevent respiratory illnesses. The VO part of the module
was also slow and they noticed that the voice was not in
synched with the mouth movement of the character.
But all in all the module was good.
47
Consider using Pixel Perfect
Collision Detection for
irregularly shaped items;
Retain usage of bounds for
regularly shaped items.
Maintain a standard of
acceptable expressions
Results of FGD Annex H
Bio U4L7 Excretory System
The subject itself (excretory system) was not really an
interesting lesson for them, but the animation of the
story and the fun and entertaining mood of the module Always double-check the
made it an enjoyable experience for the user. They liked pronunciations of scientific
the animation's appeal. They wanted more activities,
terms.
more characters, and additional information about the
lesson.
Bio U6L1 DNA Structure
They liked the characters and the animation in the
module and gave no negative comment about the
module. The simulations were understandable and were
handled well without assistance.
Bio U6L2 DNA Replication
They enjoyed the animation of the module. For them, it
was easy to understand, and the lesson was presented
to them with clarity. They also learned some values
aside from the lesson proper.
Bio U6L3 Protein Synthesis
The students liked the part where there's a DNA
“mixing” that creates a new creature. Some student
found the module a little bit difficult to grasp but fun,
exciting to do, and challenging. The VO helped a lot in
making them understand the lesson clearly.
Bio U6L4 Monohybrid
The students liked the lesson and was praised in the FGD
as one of their favorites. They liked the module because
it was one of their favorite lessons in Biology, as one of
them pointed out, but additional interactivites,
challenges, and question are needed.
Bio U6L5 Multiple Alleles
The students found the animation entertaining, and it
helped them to know what to do clearly. They liked the
module because it had a lot of question and answer
portions; they liked being challenged. The module was
effective in giving information about codominance.
Bio U6L6 Incomplete
Indominance
The students found the module nice and interesting.
One student said that the module helped them
understand concepts more, aside from the teacher's
lesson. Some students commented on the way the VO of
the narration was executed. It was not appealing. The
background music was also distracting as pointed out by
some students. But despite it, they found the module
understandable and very entertaining. The content of
module was well organized, the sound effects and the
voice of the characters were appropriate except for the
VO's pacing which was a bit slow, and the delivery needs
improvement, and some transitions were slow.
48
Maintain a standard of
writing instructions;
Maintain a standard for
Yes/No and True/False
questions to be button types
only. It was discussed to
have a standard color
palette for each world to
keep consistency. More
interactivity is called for.
Results of FGD Annex H
Bio U6L7 Non-Mendelian
Patterns of Heredity
The animations and graphics were good but they were
slow which was due to PC concerns. They enjoyed the
story especially the ending part because they found it
entertaining and funny. Although they got confused at
one point because most of them had problems in
unlocking the ending part of the module.
Bio U8L3 Kingdom Fungi
The students enjoyed the interactive but additional
exercises and interactivity are needed. They wanted the Check the story. Students
module to be more on discussion, and they found the
want more discussion and
lack of user activities and "games." Being slow was also interactivity.
another concern.
The students were not really fond in dealing with Math
but still they found the module and exercises easy and
understandable. Some parts were long like the dialogues
and story scenes. They wanted to see the characters
Math 10 Quadratic Equation
more in some scenes especially in the discussion part.
in 1 Variable
Some equations shown were fast in terms of transitions,
so some of them were bewildered in some parts. They
suggested for additional exercises and to make the
animation more appealing.
Check why the students had
difficulty with the ending.
Maintain standard of length
of time equations will be
displayed before moving on
if proceeding does not
require a next button.
Math 11 Roots of a
Quadratic Equation
This module is effective and easy to understand; Some
students said that solving for x has become easier
because of the module. Some students found the
module entertaining but some parts of the lesson were
hard to understand. For them the module, with its
animation and sound effects which made it very
creative, was interesting and fun to answer .
Math 12 Solving Quadratic
Equations by Factoring
no data available
Math 13 Solving Quadratic
Equations by Completing
the Square
The module was effective and the students gained new
knowledge on squaring numbers. More explanations are
Check content. Explanations
needed before showing the right answer. Some students
are lacking.
find the module confusing regarding the right answers in
this module.
Math 14 The Quadratic
Formula
The students thought that the module was boring
because of the long explanation/lecture. A student said
that she had a hard time finishing the module. A student Check feedback sound.
noticed that an interactive gave the wrong feedback
sound for the correct answer.
Math 15 Using the
Discriminant to Describe
the Nature of Roots of a
Quadratic Equation
There were 6 students who had difficulty in answering
the microscope parts activity. They were saying they had
difficulty in dropping some parts of the microscope.
Math 17 Use Quadratic
Equations to Solve
Problems
Check for errors. Consider
No one mentioned the module because they did not like having a way to repeat or
it. It was incomplete and confusing. They liked the
rewind scenes. (Comments
visuals but not the lesson itself.
on this module will be kept
internal for the mean time.)
49
Results of FGD Annex H
Math 32 Positive Integral
Exponents
The students said that the lesson was too long and that
Users found the module very
the lazy mood of the voice-over's character added to
lengthy. There is also no
making the module boring. There was no story on the
module, it was only full of explanations. There were two story.
occurrences of this complaint. (2 occurrences)
Math 33 Evaluating
The animation is good, the sounds and the graphics are
Numerical Expressions with
Reduce the number of
great but there shouldn't be a voice-over in every
Zero and Negative
voiced-over questions.
question because it's making the sentence long.
Exponents
Math 34 Simplifying
Expressions with Integral
Exponents
The students complimented that the interactivity or the
kind of interactivity used, like the (drag and the drop)
and the concept of the interactivity was enjoyable. They
wanted the interactive to be like that.
Math 35 Solving Problems
Involving Expressions with
Integral Exponents
The Lesson was too long. Generally, the module was
great, with its voices of the characters, background
music, and sound effects but it was a little bit slow and
somehow damaged. The flow of the scene is too slow. It
must be organized.
Math 36 Simplifying
Expressions with Rational
Exponents
Sometimes there is no voice-over. More characters must
be involved but they should be impressive. The font size
must be bigger. The answer and the explanations must
Check VOs.
be explained like in Scenes 3-6, Scene 7, Scene 8, Scene
9, Scene 10, Scene 11, Scene 12, Scene 13, Scene 14,
and Scene 15. It was hard to find 'Next' button.
Math 38 Rewriting Radicals A student was concerned when he/she read information
Double-check if VO matches
as Expressions with Rational of the text which showed 39 inches but the voice-over
hypertext and script.
Exponents
mentioned 40 inches instead.
Math 56 Geometric
Sequence
no data available
Math 57 The nth Term of a
The character seems sleepy while talking.
Geometric Sequence
Math 58 More on
Geometric Sequence
no data available
Math 59 Sum of the First n
Terms of a Geometric
Sequence
Some students had a tendency to click the “next” button
immediately instead of listening to the lecture and
instructions. While other students were challenged by
the interactive exercises.
Math 60 Solving Problems
that Involve Geometric
Sequences
no data available
50
Results of FGD Annex H
MODULES UNDER THE WORLD OF D’NAYAO
Module
Comments
Action
The students enjoyed this module. The module is
Bio U3L1 Food Production
easy, entertaining, and funny mostly on the latter
in the Leaf
part. (2 occurrences)
Bio U5L1 Cell Cycle Mitosis
No data available.
and Meiosis
The module is informative, and according to one
student, some parts of the module were not discussed
to them by the teacher due to lack of time in the
school year. They find this module a bit funny, but
they also learned new things that were never
discussed in their lessons before.
If possible, add a glossary function
(when hover over a difficult
word/scientific term); standardize
volume levels for voice-overs,
background music and special
effects.
Bio U5L7 Family Planning
No data available.
Make fonts more readable; if it is a
recently developed module, apply lip
synch properly; double check why
module stopped. Do a spell check
and adjust voice-overs accordingly.
Bio U5L8 Sexually
Transmitted Diseases in
Humans
If possible, add more visual aids and
They liked the audio, but it had too much text and less
skip button for long narrations/VO.
animation.
Make fonts more readable.
Bio U8L5 The Fern
The students said that the module expanded their
understanding and knowledge of the subject matter.
Improve/optimize opening
billboards/scene for D'nayao.
Bio U8L6 Gymnosperm
No data available.
Shorten/optimize D'nayao intro.
Bio U5L5 Development
and Birth of a Baby
Bio U9L1 Natural and
No data available.
Human-made Ecosystems
Bio U9L2 Managed and
Unmanaged Ecosystem
No data available.
Math 16 Solving Quadratic
(This module was not included in the UAT and belongs
Expressions with Rational
to Technolab.)
Expressions
One student liked the character Sinag because he
Math 18 Rational
explained the topic very well. Another student didn’t
Algebraic Expressions and like Apo Jin because he talked slow. Another one said
Their Domains
Tala's voice was sleepy. They experienced difficulties
in grabbing the fish (bug) (occurred 4 times).
51
Make character voice-overs livelier;
Fix interactive exercises. Standardize
voice-overs, special effects and
background music volume levels.
Results of FGD Annex H
Math 19 Simplifying
Rational Algebraic
Expressions
The voice of each characters is not appropriate for
them. Either their physical characteristics should be
changed or their voices to match. The module is clear
and very entertaining also. The content of the module
is very organized, the sound effects are perfect, and
the voices of the characters are appropriate, but the Improve voice-over.
character takes too much time but it is still good. The
voice-over was not delivered clearly, it must be
understandable because the voice-over talks fast. The
intro is too long and the background music of the
intro is too loud.
Math 20 Add or Subtract
Similar Rational Algebraic No data available.
Expressions
Math 21 The LCD of
Dissimilar Rational
Algebraic Expressions
Students liked the animation. Students noticed a
mistake in an interactive after solving for the correct
answer. The correct answer was recognized as wrong
by the module. The module was great but the effects
are so slow, and there is no background music. There
must be subtitle so that it can be understood. The
voice-over talks too fast.
Double check answers/script if
answers are correct; Add background
music. Add text for explanation of
processes, hidden but can be
accessed with a button.
Math 22 Add Subtract
Dissimilar Rational
Algebraic Expressions
They liked the activities in this module. Amusing was
the description of the most. The module ran slow
because the computers had a hard time rendering the
high-end graphics and animation.
Fix pacing of solutions or add
next/review button; review code for
interactive exercise; and optimize
module.
Math 23 Multiplication of The students said that this was an easy module to
Rational Algebraic
finish. The interactive cancelling factors was fun for
Expressions
them. The design was clean.
Double check answers/script if
answers are correct; add an example
in the instructions.
Math 24 Division of
Rational Algebraic
Expressions
They had some issues with the sound, and also
suggested using popular cartoon characters to get
their attention. Generally, they found the module
entertaining and, with the little help of the teacher,
they can learn something from this lesson.
Standardize background music, voiceovers, and special effects volume
levels.
Math 25 Simplifying
Complex Fractions and
Complex Rational
Algebraic Expressions
No data available.
Add more animation for interactive
feedback; add more graphics for the
module; improve voice-over.
Math 26 Equations
Containing Rational
Algebraic Expressions
Add more interactive exercises;
They liked the adventure, treasure finding motif of the
better pacing for presentation of
module.
solution and formulas.
Math 37 Rewriting
The mouth movement of the character is not inExpressions with Rational synched with the voice-over. There is a wrong
Exponents as Radicals
feedback in Scene 4.
Math 39 Simplifying
Radical Expressions
52
Improve font and font color used in
One of the respondents' favourites because for them, the module to something ore
the module is easy to understand.
readable; better VO; and add more
variety to characters used.
Results of FGD Annex H
Scene 8: Wrong Explanation. Girls voice was boring its
too slow and low in pitch.- When im doing the activity
Math 40 Rationalizing
I got correct answer but then the voice over told me
Improve VO acting, be livelier; double
Denominators Containing that im wrong. ( Based on the solution after the
check script/solution.
Square Roots
exercise )- Lesson is easy to understand because the
character explain how to get the answer through
voice over.
Math 41 More on
Rationalizing
Denominators
I learn about the lesson that I never interested in
before. I suggest more color not only brown and
black.- Good Module and it states all the things about
all the facts and also it only gave the important things.
Suggestion is add some Characters.- There was a
problem with clicking some buttons. The activity was
nice.
Math 42 Addition and
Subtraction of Radicals
Continue making "boring" lessons
The drag and drop fruit part was raised as one of the
interesting with animation; more
best interactive.- They hardly like the lesson itself but
interactive exercises; double check
was changed by the presentations and animation.
script.
Add more colors (if possible and
appropriate) when designing the
module-double check functionality of
buttons/interactive exercise.
Several students found that there is a part in lesson 43
Math 43 More on Addition in which they cannot proceed. This was due to a lack
Double check script and button
and Subtraction of
of a help button which could show The instructions
functionality.
Radicals
again. The instructions was only displayed once, then
the user is left with no option to view it again.
Math 44 Multiplication of Additional explanations and more examples are
Radicals
needed before showing the right answer.
Standardize volume levels for VO,
bgm and sfx- add repeat buttons for
solutions so the user can review step
by step instructions. Lessen the
chance of users guessing correct
answers in the interactive exercises.
Standardize volume levels for VO,
bgm and sfx- add repeat buttons for
solutions so the user can review step
by step instructions- lessen the
chance of users guessing correct
answers in the interactive exercises.
Math 45 Division of
Radicals
The transitions of the discussions and activity were
slow notwithstanding the fact that the computers
were slow. It was mentioned in the FGD that it was a
boring lesson. It took the user a hard time answering
the questions.
Math 46 Equations
Containing Radicals
They enjoyed the animation very much, especially the
Add more animation and interactive
animal character. They like to see more module that
exercises if possible.
has more movement and interactivity.
Math 47 Solving Problems
which Involve Equations No data available.
with Radicals
Try to make "boring" lessons more
entertaining with additional graphics
and interactive exercises.
Math 55 Solving Problems
The flow of the lesson is slow. The same with the
Involving Arithmetic
introduction, it was also too slow.
Sequences
Add a next button/repeat button for
step-by-step instructions; and
improve Voice Acting to be
understood.
53
Results of FGD Annex H
MODULES UNDER THE WORLD OF MAGICADEMY
Module
Comments
Action
Bio U2L1 Prokaryote and
Eukaryote
No data available.
No data available.
Bio U4L2 Different Life
Process
The students enjoyed this module very much; the
whole activity didn't lack any info and had
complete details. The graphics showed great
illustrations; they enjoyed the animation
specifically in the roots; the sound is audible, and
the questions are enjoyable.
Positive feedback; text are too
small (check the box for the
hypertext if its too small.
Suggestion is to use the "next"
button for too-long-hypertext)
Bio U4L3 Nutrient Needs
of Plants
The topic for this module caught some of the
students' attention. The explanation of this lesson
was very clear for them and the way of speaking
was understandable. It had a good background,
pictures and sounds. The students appreciated
and hoped to do such activity again in the future.
Bio U4L4 Leaves and
Transpiration
The pacing is too fast for the students. They
cannot understand some parts of the VO. The
module also lacks exercises. Some students also
pointed out that the text must be shorter and
Content /script (details too long)
easier to understand and the animation should be
related to the topic. But all in all, the module is
effective in explaining everything about leaves
and transpiration according to the students.
Bio U7L1 Theories of
Evolution
There are no comments for this module.
Bio U7L2 Evidences of
Evolution
The students liked the module and the lessons
were interesting and easier to understand. They
learned a lot about human evolution, its
procedures and experiments. However, additional
questions are needed for this module; the
narrative portion and the activity portion should
be balanced.
Suggestions noted (for reviewers
regarding questions/activity
portion comments)
The students enjoyed the activity portion of the
module but it took them time to understand how
to do it because of unclear instructions. There
was also a particular scene where the story was
skipped, so the students were bewildered at the
end out of the lack of closure. The animations
were slow specifically tabs and transitions either
due to PC models owned by the school or module
bugs. Also, they found the module with more
questions rather than discussions. But in general,
the student found the module interesting and
enjoyable.
Suggestion: modify instruction to
make it more comprehensive
Bio U7L3 Pattern of
Evolution
Some students couldn't understand some of the
words used in the module, but they find it very
Bio U7L4 Effects of
entertaining and very easy to use. Some of them
Technology and Evolution
suggest improving the voice over of the
characters.
54
Lacking in interactive (possible
interaction solution: color-it)
Simplify the instructions in the
interactive.
Check the width of the pelvic
bone (women). It looks narrow
"A delay everytime can cause the
user to be tiredy and it can cause
the user not to focus to the
lesson" (noted)
Results of FGD Annex H
Bio U8L7 Plant Diversity:
How to Classify Plants
The Cladogram part was too fast but the module
is very entertaining and the effects were very
amazing according to the students. It was also
suggested that the future modules hopefully
summarize the lessons so that the text will not be
Scene 6: text size not consistent
too long and that there are more time to
throughout the module
consume. The length of time of each scene was
too fast as well and the instructions/directions
should be clearer. They liked the animation in the
module and the illustrations were attractive to
the students.
Bio U8L12 Phylum
Echinoderma
The students liked the module however they
found certain parts for corrections such as wrong
voice over for the character. Some buttons are
also not responding properly when being clicked.
But in general, they understood the lesson. One
student also commented that there were no
precautions given if such animals were touched.
Math 1 Systems of Linear
Equations and Their
Graphs
In this module, the Instructions should state if
decimals are required, and up to how many digits.
Students wondered why the answer to an
interactive had to be written as “3.00” and did
not accept “3” as an answer. The students also
said that they don't think they would be able to
finish the module without assistance from the
facilitators. For some students, they found the
background music soothing, while the other
students commented on the characters
Add "3" as one of the possible
particularly Augusto. They didn’t like Augusto
answers
because his explanations were long and his voice
was listless. His emotions didn’t match on his
scrip because there was a time that he affirmed
but his facial expressions were numb. Some
problems encountered were the volume levels
between background and voice-overs. There were
times when the background music is louder than
the voice over. The text is easy to read and
understand. All in all, the module was effective in
giving information about Linear Equation.
In this module, the Instructions were not clear or
were missed by the students because they were
immediately clicking the next button without
Math 2 Solution of System paying attention; one student also pointed out
by Graphing
that there was a part in the activity that wasn't
functioning properly; but in general, the module
is effective and easy to understand. Solving for x
has become easier because of the module.
Voice over noted; no
precautions/disclaimers that the
creatures shown can be
dangerous; doesn't have sound.
Suggestion: modify instruction to
make it more comprehensive like
adding the phrase "drag the
points along the x- or y-axis; or a
help button; or a video or demo of
how to do it (to be implemented
for 3rd year); make cleaner
instructions
Students sometimes miss the instructions and
need additional help to proceed. The answer in
(-3,2) is actually the correct
Math 3 Solution of System an interactive should be (2,-3) instead of (-3,2).
answer in the module; change
of Linear Equation
The student liked the module and has made math
dummy picture
subject easier and enjoyable to learn and
understand.
55
Results of FGD Annex H
The students found the visuals good but the
exercises were confusing. One student suggested
to improve the characters' mouth movements
Math 4 Solution of System when narrating because there were no mouth
by Elimination
actions when the characters speak; also to
improve the sound level. The formula (which has
a mathematical term/name) used in the process
of solving was not mentioned.
Replace graphics with speaking
heads; qa to implement this to all
Magicademy modules having the
same problem
The module is visually good but the the
navigation and interactive are unresponsive, thus
made the module dislikeable by the students. The
Math 5 Solution of System
cursor design made it hard to click. In an opinion,
by Elimination and
Bottle input problems
they think that the module was made with more
Substitution
emphasis on the graphics and visual, and they
found the interactive either unresponsive or
defective.
Redesign the final interactive
because the icons/bubbles are
The students said that this was a hard module to hard to drag and most students
finish. The instructions were not easily
are having a hard time following
Math 6 Solving Number
understood and they think they would not be
the instruction. Suggestion: place
Relation Problems Using
able to finish the module without assistance from the input text on the flask, not on
Equations in Two Variables the facilitators. Students often had to ask for
the bubble and then once an input
assistance finishing the module because final
has been made, a bubble will
interactive was complicated.
come out of the flask containing
the number that has been
entered.
Math 7 Solving Geometric
Relation Problems Using
No data available.
Equations in Two Variables
Math 8 Graphs of Linear
Inequalities
The students liked this module and said that
some scenes should be longer/extended. They
appreciated how the lesson were turned
Positive feedback.
enjoyable and interesting to learn most especially
math subject.
The students liked the module but there were
times they couldn't understand the voice over.
Math 9 Solutions of Linear
They also liked the animation but there were
Inequalities by Graphing
times when the module was running slow. Some
students felt the lack of explanation of the topic.
56
No data available.
Results of FGD Annex H
Math 28 Direct Variation
There were some technical problem about music,
text, and graphics. The timing of the voices were
not synchronized with the characters and the
transitions were slow. Some students found some
questions hard to answers which allowed them to
get stuck up or not proceeding to the next scene.
Some errors were also found in terms of correct
answers. But in a way, hey find this module
Look into this module for
interesting, and had no problems with the
inaccuracies and bugs, and it
graphics (they find it pretty). However, they had needs optimization.
problems with the pacing (it’s slow), the VO and
the response of the character is late, and the
animation is not in synch with the VO. They also
had difficulty in answering the questions; some
are not appropriate with the answers, and you
had to figure out the right format for the answer
to be accepted as correct.
Math 29 Direct Square
Variation
Graphics and animation wise, the students
enjoyed the module. The hypertext is not that
long, and they were able to understand it as well.
They were able to understand the voice over but
the volume level was a bit loud. One of them
commented about the irritating SFX when you
answered a question wrong. The students also
had problems answering some equations and
using the superscript function.
Suggestion: There should be an
effective way to input
mathematical expressions.
Research should be done on
setting mathematical equation on
flash; also a "calculator" function.
Math 30 Inverse Variation No comments
Math 31 Joint Variation
The students found the module creative and
entertaining, however some questions were
Noted (content/script for
confusing and the exercises were a bit difficult for
reviewers)
them. They learned more about math and they
find the module challenging.
Math 48 Mathematical
Sequences
The student liked the module, the animation and
the graphics. Some students easily understood
the lesson and found the activities easy while
some students found the questions difficult but
challenging. For the others, they felt the lack of
examples for this module. and they found the
module over designed and that the texts were
small in size.
Math 49 Arithmetic
Sequence
The students liked how the module was executed,
and said they learned easily and quickly because
of the voice over explanation.
There was a comment that the character should
read the definitions and suggested for additional
Math 50 The Common
characters, but in general the students enjoyed
Difference in an Arithmetic the module and liked how the voice over clearly Positive feedback
Sequence
explained the lessons; the texts were easy to
read. They were entertained and at the same
time learned from the module.
57
Results of FGD Annex H
Math 51 The nth Term of
an Arithmetic Sequence
The student found the module interesting and
easy to understand because of the clear
explanation of the voice over.
Math 52 More on
Arithmetic Sequences
The students didn't like the module lesson wise,
looking at the fact that the group didn't have a
good acceptance on Math. Enjoyment of the
module was based on the graphics, animation
and visual effects that somehow destroyed the
wall of boredom. A student suggested having
different types of interactive in question and
answering portion. Some students also suggested
to add more characters and adventure in the plot.
Math 53 The Sum of the
First n Terms of an
Arithmetic Sequence
No data available.
58
No data available.
Annex I
Results of the Surveys
Results of the Surveys Annex I
STUDENT SURVEY FORM 1 RESULTS
Frequency
Female
Gender
Age
Percent
100
60%
Male
67
40%
Total
167
100%
12 yrs.old
1
1%
13 yrs.old
42
25%
14 yrs.old
99
59%
15 yrs.old
23
14%
16 yrs.old
2
1%
167
100%
Total
Schools
Calamba National High School
San Isidro National High School
Las Piñas East National High School
Navotas National High School
Fort Bonifacio High School
Bagumbayan National High School
Muntinlupa National High School
Dasmariñas National High School
Total
59
Frequency
20
Percent
12.0
24
14.4
22
13.2
20
12.0
21
12.6
20
12.0
20
12.0
20
12.0
167
100
Results of the Surveys Annex I
Do you have a computer at home?
Frequency
Percent
Yes
92
55.1
No
75
44.9
Total
167
100
Indicate how good your skill is on using computers.
Frequency
Percent
Very good/good
135
80.8
Fair
32
19.2
Total
167
100
Indicate how much you use a computer for doing
research/homework.
60
Frequency
Percent
Always
29
17.4
Most of the time
55
32.9
Sometimes
82
49.1
Rarely
1
0.6
Total
167
100
Results of the Surveys Annex I
Have you tried using e-books, learning
software, educational games, or elearning websites before? (Yes/No)
Value
Frequency
Percent
82
Yes
137
18
No
30
100
Total
167
If yes, what are those?
Educational Media
Frequency Percent
1 Action Quiz
1
0.74
1
2 Adobe Photoshop
0.74
3 Answers.com
1
0.74
4 Bookworm
1
0.74
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
61
Brain Buddy
CD from DepEd
Dictionary.com
E-books
Educational games
ehow.com
Encarta
Encyclopedia
Funtrivia
Google
Hangaroo
Jumpstart Software
Kidshealth.org
kidzastronomy.com
lds.org
Leap Frog
Math Games
Math Matrix
Mavis Beacon
Microsoft Office Programs
Mystery P.I.
National Geographic
Channel
Puzzle games
ScienceDiscovery.com
Tablets
Text Twist
The Khan Academy
Trivia.com
Triviador
Typing Master
Wattpad
Wikipedia
Word Chaos
1
1
1
1
1
1
24
1
1
28
6
1
1
1
2
1
3
1
6
11
1
1
2
1
1
2
1
1
1
2
2
23
1
0.74
0.74
0.74
0.74
0.74
0.74
17.65
0.74
0.74
20.59
4.41
0.74
0.74
0.74
1.47
0.74
2.21
0.74
4.41
8.09
0.74
0.74
1.47
0.74
0.74
1.47
0.74
0.74
0.74
1.47
1.47
16.91
0.74
Results of the Surveys Annex I
What is your favorite animated show?
Animated Show
Avatar: The Last
1 Airbender
2 Ben10
3 Bleach
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Cardcaptor Sakura
D Gray Man
Death Note
Detective Conan
Dexter's Laboratory
DN Angel
Doraemon
DragonBall
Eyeshield 21
Fairytail
Final Fantasy
Fushigi Yuugi
Ghost Fighter
Hello Kitty
Hunter X Hunter
Inuyasha
Jewell Pets
Jimmy Neutron
K-On
Katekyo Hitman
23 Reborn
24 Kick Buttowski
25 Knock Out
26
27
28
29
Melancholy of
Haruhi Suzumiya
Mr. Bean
Naruto
Naruto Shippuden
Oggy and the
30 Cockroaches
31 One Piece
32
33
34
35
36
Penguins of
Madagascar
Peter Pan
Phineas and Ferb
Pitchi Pitchi Pitch
Pokémon
62
Who is your favorite animated character?
Frequency Percent
2
3
4
Frequency Percent
1
2
3
Aang
Ahira Nuriyama
Aira
2
1
1
1.20
0.60
0.60
4
5
6
7
8
9
10
11
12
13
14
15
16
17
All of the character in
my favorite animated
shows
Allen Walker
Ash Ketchum
Ben Tennyson
Blossom
Buttercup
Cloe
Daisuke
Dennis/Kurama
Dexter
DN Angel
Dora
Doraemon
Ferb
1
1
1
2
1
1
1
1
1
1
1
2
1
1
0.60
0.60
0.60
1.20
0.60
0.60
0.60
0.60
0.60
0.60
0.60
1.20
0.60
0.60
1
1.80
1.80
1.20
1.20
0.60
18
19
20
21
22
Gary (Spogebob
Squarepants)
Goku
Gon Freecss
Haruhi Suzumiya
Haruno Sakura
1
2
1
1
1
0.60
1.20
0.60
0.60
0.60
3
1
1
1.80
0.60
0.60
23 Hatake Kakashi
24 Hello Kitty
25 Inuyasha
1
4
1
0.60
2.40
0.60
1
1
19
6
0.60
0.60
11.38
3.59
26
27
28
29
1
2
2
1
0.60
1.20
1.20
0.60
2
3
1.20
1.80
30 Kinomoto Sakura
31 Kobin
10
1
5.99
0.60
1
1
10
1
4
0.60
0.60
5.99
0.60
2.40
32
33
34
35
36
1
5
1
1
1
0.60
2.99
0.60
0.60
0.60
6
1
1
13
1
3
3
1
1
3
1
4
1
1
3
3
2
2
1.20
1.80
2.40
Animation Character
3.59
0.60
0.60
7.78
0.60
1.80
1.80
0.60
0.60
1.80
0.60
2.40
0.60
0.60
Jerry
Jimmy Neutron
Kei Takishima
Kenshin Himura
Kurapica
Kurosaki Ichigo
Kuru-kuro Zhawha
Mickey Mouse
Miyata
Results of the Surveys Annex I
37
38
39
40
41
42
43
Powerpuff Girls
Powerpuff Girls Z
Prince of Tennis
Sailormoon
Scooby Doo
Slamdunk
Special A
2
2
3
2
1
3
2
1.20
1.20
1.80
1.20
0.60
1.80
1.20
37
38
39
40
41
42
43
Spongebob
44 Squarepants
18
10.78
The Fairly Odd
45 Parents
46 Tom & Jerry
47 Winx Club
2
6
1
Yamato Nadeshiko
48 Shichi Henge
49 Yu-Gi-Oh
7
3
63
Mr. Bean
Nakahara Sunako
Natsu Dragneel
Oggy
Patrick Star
Peter Pan
Phineas
1
4
2
1
3
1
9
0.60
2.40
1.20
0.60
1.80
0.60
5.39
44 Pikachu
2
1.20
1.20
3.59
0.60
45 Rina
46 Rukawa
47 Ryoma Echizen
1
1
4
0.60
0.60
2.40
4.19
1.80
48 Ryuk
49 Sena
1
1
0.60
0.60
Shinichi Kudou/Conan
50 Edogawa
8
4.79
51
52
53
54
55
56
57
58
59
60
61
62
63
23
1
2
2
2
3
5
18
2
3
2
1
2
13.77
0.60
1.20
1.20
1.20
1.80
2.99
10.78
1.20
1.80
1.20
0.60
1.20
Spongebob Squarepants
Stella
Timmy Turner
Tom
Toyama Yukinojo
Tsunayoshi Sawada
Uchiha Sasuke
Uzumaki Naruto
Yui Hirasawa
Yuki Miaka
Zorro
Misaki Chan
Takishima
Results of the Surveys Annex I
1
2
3
3
4
5
6
7
8
9
10
11
12
13
14
15
16
64
What are your three most visited websites?
Website Name
Frequency Percent
1
0.63
AllKPop
1
0.63
Answers.com
1
0.63
Bing
1
0.63
Discovery
1
0.63
Encyclopedia
48
30.19
Facebook
44
27.67
Google
1
0.63
MySpace
1
0.63
National Geographic.com
1
0.63
Science Discovery.com
3
1.89
Tumblr
2
1.26
Twitter
1
0.63
Wattpad
8
5.03
Wikipedia
2
1.26
Y8
8
5.03
Yahoo
35
22.01
Youtube
Results of the Surveys Annex I
STUDENT SURVEY FORM 2 RESULTS
A. HYPERTEXT
1. The text is easy to read.
The text is easy to read * World Crosstabulation
World
Technolab
The text is easy to read
Strongly
Agree/Agree
Neutral
Count
D’nayao
Magicademy
349
361
275
985
% within The text is easy to
read
% within World
35.4%
36.6%
27.9%
100.0%
98.3%
99.2%
97.9%
98.5%
% of Total
34.9%
36.1%
27.5%
98.5%
6
3
6
15
40.0%
20.0%
40.0%
100.0%
1.7%
.8%
2.1%
1.5%
% of Total
.6%
.3%
.6%
1.5%
Count
355
364
281
1000
35.5%
36.4%
28.1%
100.0%
100.0%
100.0%
100.0%
100.0%
35.5%
36.4%
28.1%
100.0%
Count
% within The text is easy to
read
% within World
Total
Total
% within The text is easy to
read
% within World
% of Total
2. The text color makes the text easy to read.
The text color makes the text easy to read * World Crosstabulation
World
Technolab
The text color makes the text
easy to read
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Neutral
Count
Magicademy
352
355
277
984
35.8%
36.1%
28.2%
100.0%
% within World
99.2%
97.8%
98.6%
98.5%
% of Total
35.2%
35.5%
27.7%
98.5%
0
1
0
1
% within The text color
makes the text easy to read
0.0%
100.0%
0.0%
100.0%
% within World
0.0%
.3%
0.0%
.1%
% of Total
0.0%
.1%
0.0%
.1%
3
7
4
14
21.4%
50.0%
28.6%
100.0%
% within World
.8%
1.9%
1.4%
1.4%
% of Total
.3%
.7%
.4%
1.4%
Count
355
363
281
999
35.5%
36.3%
28.1%
100.0%
100.0%
100.0%
100.0%
100.0%
35.5%
36.3%
28.1%
100.0%
Count
Count
% within The text color
makes the text easy to read
% within World
% of Total
65
D’nayao
% within The text color
makes the text easy to read
% within The text color
makes the text easy to read
Total
Total
Results of the Surveys Annex I
3. The text size makes the text easy to read.
The text size makes the text easy to read * World Crosstabulation
World
Technolab
The text size makes the text
easy to read
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
Magicademy
353
273
970
% within The text size
makes the text easy to read
35.5%
36.4%
28.1%
100.0%
% within World
96.9%
97.0%
97.2%
97.0%
% of Total
34.4%
35.3%
27.3%
97.0%
1
2
1
4
25.0%
50.0%
25.0%
100.0%
% within World
.3%
.5%
.4%
.4%
% of Total
.1%
.2%
.1%
.4%
10
9
7
26
38.5%
34.6%
26.9%
100.0%
% within World
2.8%
2.5%
2.5%
2.6%
% of Total
1.0%
.9%
.7%
2.6%
355
364
281
1000
35.5%
36.4%
28.1%
100.0%
100.0%
100.0%
100.0%
100.0%
35.5%
36.4%
28.1%
100.0%
Count
Count
% within The text size
makes the text easy to read
Total
D’nayao
344
% within The text size
makes the text easy to read
Neutral
Total
Count
% within The text size
makes the text easy to read
% within World
% of Total
4. The text style makes the text easy to read.
The text style makes the text easy to read * World Crosstabulation
World
Technolab
The text style makes the text easy
to read
Strongly
Agree/Agree
Neutral
Count
Magicademy
363
276
985
% within The text style makes
the text easy to read
35.1%
36.9%
28.0%
100.0%
% within World
98.0%
99.7%
98.2%
98.7%
% of Total
34.7%
36.4%
27.7%
98.7%
7
1
5
13
53.8%
7.7%
38.5%
100.0%
2.0%
.3%
1.8%
1.3%
% of Total
.7%
.1%
.5%
1.3%
Count
353
364
281
998
35.4%
36.5%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.4%
36.5%
28.2%
100.0%
Count
% within World
% within The text style makes
the text easy to read
% within World
% of Total
66
D’nayao
346
% within The text style makes
the text easy to read
Total
Total
Results of the Surveys Annex I
5. The lengths of the paragraphs/sentences are not too long.
The lengths of the paragraphs/sentences are not too long * World Crosstabulation
World
Technolab
The lengths of the
paragraphs/sentences are not
too long
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
248
911
% within The lengths of the
paragraphs/sentences are
not too long
% within World
36.9%
35.9%
27.2%
100.0%
95.2%
90.3%
89.2%
91.7%
% of Total
33.8%
32.9%
25.0%
91.7%
3
6
6
15
20.0%
40.0%
40.0%
100.0%
.8%
1.7%
2.2%
1.5%
.3%
.6%
.6%
1.5%
14
29
24
67
20.9%
43.3%
35.8%
100.0%
4.0%
8.0%
8.6%
6.7%
1.4%
2.9%
2.4%
6.7%
353
362
278
993
35.5%
36.5%
28.0%
100.0%
100.0%
100.0%
100.0%
100.0%
35.5%
36.5%
28.0%
100.0%
Count
Count
% within The lengths of the
paragraphs/sentences are
not too long
% within World
% of Total
Count
% within The lengths of the
paragraphs/sentences are
not too long
% within World
% of Total
67
Magicademy
327
% of Total
Total
D’nayao
336
% within The lengths of the
paragraphs/sentences are
not too long
% within World
Neutral
Total
Results of the Surveys Annex I
B. INTERACTIVITY
1. The instructions are easy to understand
The instructions are easy to understand * World Crosstabulation
World
Technolab
The
instructions
are easy to
understand
Strongly
Agree/Agree
Count
Disagree/Strongly
Disagree
338
347
263
948
35.7%
36.6%
27.7%
100.0%
% within World
98.0%
96.7%
94.3%
96.4%
% of Total
34.4%
35.3%
26.8%
96.4%
0
0
3
3
% within The instructions are easy to understand
0.0%
0.0%
100.0%
100.0%
% within World
0.0%
0.0%
1.1%
.3%
% of Total
0.0%
0.0%
.3%
.3%
7
12
13
32
21.9%
37.5%
40.6%
100.0%
2.0%
3.3%
4.7%
3.3%
% of Total
.7%
1.2%
1.3%
3.3%
Count
345
359
279
983
35.1%
36.5%
28.4%
100.0%
100.0%
100.0%
100.0%
100.0%
35.1%
36.5%
28.4%
100.0%
Count
% within The instructions are easy to understand
% within World
Total
Magicademy
% within The instructions are easy to understand
Count
Neutral
Total
D’nayao
% within The instructions are easy to understand
% within World
% of Total
2. The navigation system is easy to use.
The navigation system is easy to use * World Crosstabulation
World
Technolab
The
navigation
system is
easy to use
Strongly Agree/Agree
Disagree/Strongly
Disagree
Count
349
264
945
35.1%
36.9%
27.9%
100.0%
% within World
96.0%
97.2%
95.0%
96.1%
% of Total
33.8%
35.5%
26.9%
96.1%
1
2
2
5
Count
20.0%
40.0%
40.0%
100.0%
% within World
.3%
.6%
.7%
.5%
% of Total
.1%
.2%
.2%
.5%
13
8
12
33
Count
39.4%
24.2%
36.4%
100.0%
% within World
3.8%
2.2%
4.3%
3.4%
% of Total
1.3%
.8%
1.2%
3.4%
346
359
278
983
35.2%
36.5%
28.3%
100.0%
100.0%
100.0%
100.0%
100.0%
35.2%
36.5%
28.3%
100.0%
Count
% within The navigation system is easy to use
% within World
% of Total
68
Magicademy
332
% within The navigation system is easy to use
Total
D’nayao
% within The navigation system is easy to use
% within The navigation system is easy to use
Neutral
Total
Results of the Surveys Annex I
3. The exercises are user-friendly and intuitive.
The exercises are user-friendly and intuitive * World Crosstabulation
World
Technolab
The
exercises
are userfriendly and
intuitive
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
Magicademy
345
259
937
% within The exercises are user-friendly and
intuitive
% within World
35.5%
36.8%
27.6%
100.0%
96.8%
96.4%
93.2%
95.6%
% of Total
34.0%
35.2%
26.4%
95.6%
2
2
3
7
28.6%
28.6%
42.9%
100.0%
.6%
.6%
1.1%
.7%
.2%
.2%
.3%
.7%
Count
% of Total
Count
% within The exercises are user-friendly and
intuitive
% within World
Total
D’nayao
333
% within The exercises are user-friendly and
intuitive
% within World
Neutral
Total
9
11
16
36
25.0%
30.6%
44.4%
100.0%
2.6%
3.1%
5.8%
3.7%
% of Total
.9%
1.1%
1.6%
3.7%
Count
344
358
278
980
35.1%
36.5%
28.4%
100.0%
100.0%
100.0%
100.0%
100.0%
35.1%
36.5%
28.4%
100.0%
% within The exercises are user-friendly and
intuitive
% within World
% of Total
4. The interactive exercises are interesting and appealing.
The interactive exercises are interesting and appealing * World Crosstabulation
World
Technolab
The
interactive
exercises
are
interesting
and
appealing
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Neutral
Count
Magicademy
335
340
262
937
35.8%
36.3%
28.0%
100.0%
96.8%
95.0%
94.6%
95.5%
% of Total
34.1%
34.7%
26.7%
95.5%
Count
0
3
4
7
% within The interactive exercises are interesting
and appealing
% within World
0.0%
42.9%
57.1%
100.0%
0.0%
.8%
1.4%
.7%
% of Total
0.0%
.3%
.4%
.7%
11
15
11
37
29.7%
40.5%
29.7%
100.0%
3.2%
4.2%
4.0%
3.8%
1.1%
1.5%
1.1%
3.8%
346
358
277
981
35.3%
36.5%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.3%
36.5%
28.2%
100.0%
Count
% of Total
Count
% within The interactive exercises are interesting
and appealing
% within World
% of Total
69
D’nayao
% within The interactive exercises are interesting
and appealing
% within World
% within The interactive exercises are interesting
and appealing
% within World
Total
Total
Results of the Surveys Annex I
5. The response time is appropriate.
The response time is appropriate * World Crosstabulation
World
Technolab
The response
time is
appropriate
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
Magicademy
328
250
907
% within The response time is appropriate
36.3%
36.2%
27.6%
100.0%
% within World
94.8%
91.6%
90.6%
92.5%
% of Total
33.5%
33.4%
25.5%
92.5%
3
5
4
12
Count
25.0%
41.7%
33.3%
100.0%
% within World
.9%
1.4%
1.4%
1.2%
% of Total
.3%
.5%
.4%
1.2%
15
25
22
62
Count
% within The response time is appropriate
Total
D’nayao
329
% within The response time is appropriate
Neutral
Total
24.2%
40.3%
35.5%
100.0%
% within World
4.3%
7.0%
8.0%
6.3%
% of Total
1.5%
2.5%
2.2%
6.3%
347
358
276
981
35.4%
36.5%
28.1%
100.0%
100.0%
100.0%
100.0%
100.0%
35.4%
36.5%
28.1%
100.0%
Count
% within The response time is appropriate
% within World
% of Total
C. ANIMATION
1. The animated sections of the lesson are entertaining.
The animated sections of the lesson are entertaining * World Crosstabulation
World
Technolab
The animated
sections of
the lesson are
entertaining
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Neutral
Count
Magicademy
341
267
943
% within The animated sections of the lesson
are entertaining
% within World
35.5%
36.2%
28.3%
100.0%
96.5%
95.0%
96.4%
95.9%
% of Total
34.1%
34.7%
27.2%
95.9%
0
2
2
4
% within The animated sections of the lesson
are entertaining
0.0%
50.0%
50.0%
100.0%
% within World
0.0%
.6%
.7%
.4%
% of Total
0.0%
.2%
.2%
.4%
12
16
8
36
33.3%
44.4%
22.2%
100.0%
% within World
3.5%
4.5%
2.9%
3.7%
% of Total
1.2%
1.6%
.8%
3.7%
347
359
277
983
35.3%
36.5%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.3%
36.5%
28.2%
100.0%
Count
Count
Count
% within The animated sections of the lesson
are entertaining
% within World
% of Total
70
D’nayao
335
% within The animated sections of the lesson
are entertaining
Total
Total
Results of the Surveys Annex I
2. The animation scenes have appropriate lengths.
The animation scenes had appropriate lengths * World Crosstabulation
World
Technolab
The
animation
scenes had
appropriate
lengths
Strongly
Agree/Agree
Count
Disagree/Strongly
Disagree
Magicademy
336
263
932
% within The animation scenes had appropriate
lengths
% within World
35.7%
36.1%
28.2%
100.0%
96.0%
93.6%
94.9%
94.8%
% of Total
33.9%
34.2%
26.8%
94.8%
1
5
3
9
11.1%
55.6%
33.3%
100.0%
.3%
1.4%
1.1%
.9%
.1%
.5%
.3%
.9%
Count
% of Total
Count
% within The animation scenes had appropriate
lengths
% within World
% of Total
Total
D’nayao
333
% within The animation scenes had appropriate
lengths
% within World
Neutral
Total
Count
% within The animation scenes had appropriate
lengths
% within World
% of Total
13
18
11
42
31.0%
42.9%
26.2%
100.0%
3.7%
5.0%
4.0%
4.3%
1.3%
1.8%
1.1%
4.3%
347
359
277
983
35.3%
36.5%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.3%
36.5%
28.2%
100.0%
3. The animations of the characters are appealing.
The animations of the characters are appealing. * World Crosstabulation
World
Technolab
The
animations
of the
characters
are
appealing.
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
340
343
271
954
35.6%
36.0%
28.4%
100.0%
95.8%
94.2%
96.4%
95.4%
% of Total
34.0%
34.3%
27.1%
95.4%
2
3
1
6
33.3%
50.0%
16.7%
100.0%
.6%
.8%
.4%
.6%
.2%
.3%
.1%
.6%
13
18
9
40
32.5%
45.0%
22.5%
100.0%
3.7%
4.9%
3.2%
4.0%
1.3%
1.8%
.9%
4.0%
355
364
281
1000
35.5%
36.4%
28.1%
100.0%
100.0%
100.0%
100.0%
100.0%
35.5%
36.4%
28.1%
100.0%
Count
% of Total
Count
% within The animations of the characters are
appealing.
% within World
% of Total
Total
Count
% within The animations of the characters are
appealing.
% within World
% of Total
71
Magicademy
% within The animations of the characters are
appealing.
% within World
% within The animations of the characters are
appealing.
% within World
Neutral
Total
D’nayao
Results of the Surveys Annex I
4. The animations of the lesson proper are appealing.
The animations of the lesson proper are appealing * World Crosstabulation
World
Technolab
The
animations
of the lesson
proper are
appealing
Strongly
Agree/Agree
Count
Disagree/Strongly
Disagree
Magicademy
343
266
952
% within The animations of the lesson proper are
appealing
% within World
36.0%
36.0%
27.9%
100.0%
96.6%
94.8%
96.0%
95.8%
% of Total
34.5%
34.5%
26.8%
95.8%
3
5
0
8
37.5%
62.5%
0.0%
100.0%
.8%
1.4%
0.0%
.8%
.3%
.5%
0.0%
.8%
% within The animations of the lesson proper are
appealing
% within World
% of Total
Count
% within The animations of the lesson proper are
appealing
% within World
Total
D’nayao
343
Count
Neutral
Total
9
14
11
34
26.5%
41.2%
32.4%
100.0%
2.5%
3.9%
4.0%
3.4%
% of Total
.9%
1.4%
1.1%
3.4%
Count
355
362
277
994
35.7%
36.4%
27.9%
100.0%
100.0%
100.0%
100.0%
100.0%
35.7%
36.4%
27.9%
100.0%
% within The animations of the lesson proper are
appealing
% within World
% of Total
D. SIMULATIONS
1. The simulations are easy to understand.
The simulations are easy to understand * World Crosstabulation
World
Technolab
The
simulations
are easy to
understand
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
260
945
% within The simulations are easy to understand
36.0%
36.5%
27.5%
100.0%
% within World
96.0%
96.4%
92.5%
95.2%
% of Total
34.2%
34.7%
26.2%
95.2%
1
2
3
6
16.7%
33.3%
50.0%
100.0%
% within World
.3%
.6%
1.1%
.6%
% of Total
.1%
.2%
.3%
.6%
13
11
18
42
31.0%
26.2%
42.9%
100.0%
% within World
3.7%
3.1%
6.4%
4.2%
% of Total
1.3%
1.1%
1.8%
4.2%
Count
Count
Count
% within The simulations are easy to understand
% within World
% of Total
72
Magicademy
345
% within The simulations are easy to understand
Total
D’nayao
340
% within The simulations are easy to understand
Neutral
Total
354
358
281
993
35.6%
36.1%
28.3%
100.0%
100.0%
100.0%
100.0%
100.0%
35.6%
36.1%
28.3%
100.0%
Results of the Surveys Annex I
2. The graphics make the simulations easy to understand.
The graphics make the simulations easy to understand * World Crosstabulation
World
Technolab
The graphics
make the
simulations
easy to
understand
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Neutral
Count
D’nayao
Magicademy
341
349
270
960
% within The graphics make the simulations
easy to understand
% within World
35.5%
36.4%
28.1%
100.0%
96.6%
96.4%
96.1%
96.4%
% of Total
34.2%
35.0%
27.1%
96.4%
0
1
0
1
% within The graphics make the simulations
easy to understand
0.0%
100.0%
0.0%
100.0%
% within World
0.0%
.3%
0.0%
.1%
% of Total
0.0%
.1%
0.0%
.1%
12
12
11
35
34.3%
34.3%
31.4%
100.0%
% within World
3.4%
3.3%
3.9%
3.5%
% of Total
1.2%
1.2%
1.1%
3.5%
353
362
281
996
35.4%
36.3%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.4%
36.3%
28.2%
100.0%
Count
Count
% within The graphics make the simulations
easy to understand
Total
Total
Count
% within The graphics make the simulations
easy to understand
% within World
% of Total
3. The text makes the simulations easy to understand.
The text make the simulations easy to understand * World Crosstabulation
World
Technolab
The text
make the
simulations
easy to
understand
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Neutral
Count
Magicademy
344
353
270
967
35.6%
36.5%
27.9%
100.0%
96.9%
97.5%
96.1%
96.9%
% of Total
34.5%
35.4%
27.1%
96.9%
Count
0
1
2
3
% within The text make the simulations easy to
understand
% within World
0.0%
33.3%
66.7%
100.0%
0.0%
.3%
.7%
.3%
% of Total
0.0%
.1%
.2%
.3%
Count
% of Total
Count
% within The text make the simulations easy to
understand
% within World
% of Total
73
D’nayao
% within The text make the simulations easy to
understand
% within World
% within The text make the simulations easy to
understand
% within World
Total
Total
11
8
9
28
39.3%
28.6%
32.1%
100.0%
3.1%
2.2%
3.2%
2.8%
1.1%
.8%
.9%
2.8%
355
362
281
998
35.6%
36.3%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.6%
36.3%
28.2%
100.0%
Results of the Surveys Annex I
4. The voice-over makes the simulations easy to understand.
The voice-over make the simulations easy to understand * World Crosstabulation
World
Technolab
The voiceover make
the
simulations
easy to
understand
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
Magicademy
335
265
934
% within The voice-over make the simulations
easy to understand
% within World
35.8%
35.9%
28.4%
100.0%
94.1%
92.5%
94.3%
93.6%
% of Total
33.5%
33.6%
26.6%
93.6%
3
2
2
7
42.9%
28.6%
28.6%
100.0%
.8%
.6%
.7%
.7%
.3%
.2%
.2%
.7%
Count
% of Total
Count
% within The voice-over make the simulations
easy to understand
% within World
% of Total
Total
D’nayao
334
% within The voice-over make the simulations
easy to understand
% within World
Neutral
Total
Count
% within The voice-over make the simulations
easy to understand
% within World
% of Total
18
25
14
57
31.6%
43.9%
24.6%
100.0%
5.1%
6.9%
5.0%
5.7%
1.8%
2.5%
1.4%
5.7%
355
362
281
998
35.6%
36.3%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.6%
36.3%
28.2%
100.0%
5. The background music does not interfere with the content of the simulations.
The background music does not interfere with the content of the simulations * World Crosstabulation
World
Technolab
The
background
music does
not interfere
with the
content of the
simulations
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
298
236
830
35.7%
35.9%
28.4%
100.0%
84.1%
82.5%
84.0%
83.5%
% of Total
29.8%
30.0%
23.7%
83.5%
Count
Count
% within The background music does not
interfere with the content of the simulations
% within World
% of Total
Count
% within The background music does not
interfere with the content of the simulations
% within World
% of Total
74
Magicademy
296
% of Total
Total
D’nayao
% within The background music does not
interfere with the content of the simulations
% within World
% within The background music does not
interfere with the content of the simulations
% within World
Neutral
Total
17
22
9
48
35.4%
45.8%
18.8%
100.0%
4.8%
6.1%
3.2%
4.8%
1.7%
2.2%
.9%
4.8%
39
41
36
116
33.6%
35.3%
31.0%
100.0%
11.1%
11.4%
12.8%
11.7%
3.9%
4.1%
3.6%
11.7%
352
361
281
994
35.4%
36.3%
28.3%
100.0%
100.0%
100.0%
100.0%
100.0%
35.4%
36.3%
28.3%
100.0%
Results of the Surveys Annex I
6. The animations of the simulations are interesting and appealing.
The animations of the simulations are interesting and appealing * World Crosstabulation
World
Technolab
The
animations of
the
simulations
are
interesting
and
appealing
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Neutral
Count
D’nayao
Magicademy
327
331
262
920
% within The animations of the simulations are
interesting and appealing
% within World
35.5%
36.0%
28.5%
100.0%
97.3%
95.1%
97.0%
96.4%
% of Total
34.3%
34.7%
27.5%
96.4%
Count
0
3
0
3
% within The animations of the simulations are
interesting and appealing
0.0%
100.0%
0.0%
100.0%
% within World
0.0%
.9%
0.0%
.3%
% of Total
0.0%
.3%
0.0%
.3%
9
14
8
31
29.0%
45.2%
25.8%
100.0%
2.7%
4.0%
3.0%
3.2%
% of Total
.9%
1.5%
.8%
3.2%
Count
336
348
270
954
35.2%
36.5%
28.3%
100.0%
100.0%
100.0%
100.0%
100.0%
35.2%
36.5%
28.3%
100.0%
Count
% within The animations of the simulations are
interesting and appealing
% within World
Total
Total
% within The animations of the simulations are
interesting and appealing
% within World
% of Total
E. PICTURES/GRAPHICS
1. The graphics (illustrations, pictures, backgrounds, etc.) are clear and accurate.
The graphics (illustrations, pictures, backgrounds, etc.) are clear and accurate * World Crosstabulation
World
Technolab
The graphics
(illustrations,
pictures,
backgrounds,
etc.) are clear
and accurate
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
263
940
% within The graphics (illustrations, pictures,
backgrounds, etc.) are clear and accurate
% within World
35.4%
36.6%
28.0%
100.0%
97.7%
98.0%
96.3%
97.4%
% of Total
34.5%
35.6%
27.3%
97.4%
3
1
0
4
75.0%
25.0%
0.0%
100.0%
.9%
.3%
0.0%
.4%
.3%
.1%
0.0%
.4%
5
6
10
21
23.8%
28.6%
47.6%
100.0%
1.5%
1.7%
3.7%
2.2%
% of Total
.5%
.6%
1.0%
2.2%
Count
341
351
273
965
35.3%
36.4%
28.3%
100.0%
100.0%
100.0%
100.0%
100.0%
35.3%
36.4%
28.3%
100.0%
Count
Count
% within The graphics (illustrations, pictures,
backgrounds, etc.) are clear and accurate
% within World
% within The graphics (illustrations, pictures,
backgrounds, etc.) are clear and accurate
% within World
% of Total
75
Magicademy
344
% of Total
Total
D’nayao
333
% within The graphics (illustrations, pictures,
backgrounds, etc.) are clear and accurate
% within World
Neutral
Total
Results of the Surveys Annex I
2. The characters are appealing.
The characters are appealing * World Crosstabulation
World
Technolab
The
characters
are
appealing
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
Magicademy
334
255
913
% within The characters are appealing
35.5%
36.6%
27.9%
100.0%
% within World
95.0%
95.2%
93.8%
94.7%
% of Total
33.6%
34.6%
26.5%
94.7%
2
1
2
5
Count
40.0%
20.0%
40.0%
100.0%
% within World
.6%
.3%
.7%
.5%
% of Total
.2%
.1%
.2%
.5%
15
16
15
46
Count
% within The characters are appealing
Total
D’nayao
324
% within The characters are appealing
Neutral
Total
32.6%
34.8%
32.6%
100.0%
% within World
4.4%
4.6%
5.5%
4.8%
% of Total
1.6%
1.7%
1.6%
4.8%
341
351
272
964
35.4%
36.4%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.4%
36.4%
28.2%
100.0%
Count
% within The characters are appealing
% within World
% of Total
3. The lesson layouts are well organized and effective.
The lesson layouts are well organized and effective * World Crosstabulation
World
Technolab
The lesson
layouts are
well
organized
and effective
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
340
264
935
35.4%
36.4%
28.2%
100.0%
96.5%
96.6%
96.7%
96.6%
% of Total
34.2%
35.1%
27.3%
96.6%
Count
Count
% within The lesson layouts are well organized
and effective
% within World
% of Total
Count
% within The lesson layouts are well organized
and effective
% within World
% of Total
76
Magicademy
331
% of Total
Total
D’nayao
% within The lesson layouts are well organized
and effective
% within World
% within The lesson layouts are well organized
and effective
% within World
Neutral
Total
1
2
2
5
20.0%
40.0%
40.0%
100.0%
.3%
.6%
.7%
.5%
.1%
.2%
.2%
.5%
11
10
7
28
39.3%
35.7%
25.0%
100.0%
3.2%
2.8%
2.6%
2.9%
1.1%
1.0%
.7%
2.9%
343
352
273
968
35.4%
36.4%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.4%
36.4%
28.2%
100.0%
Results of the Surveys Annex I
F. SOUND
1. The narrator/character voice-over are easy to understand.
The narrator/character voice-overs are easy to understand * World Crosstabulation
World
Technolab
The
narrator/character
voice-overs are
easy to understand
Strongly
Agree/Agree
Count
Disagree/Strongly
Disagree
324
327
256
907
35.7%
36.1%
28.2%
100.0%
94.5%
92.6%
93.8%
93.6%
% of Total
33.4%
33.7%
26.4%
93.6%
2
2
2
6
33.3%
33.3%
33.3%
100.0%
.6%
.6%
.7%
.6%
.2%
.2%
.2%
.6%
17
24
15
56
30.4%
42.9%
26.8%
100.0%
5.0%
6.8%
5.5%
5.8%
1.8%
2.5%
1.5%
5.8%
343
353
273
969
35.4%
36.4%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.4%
36.4%
28.2%
100.0%
Count
% of Total
Count
% within The narrator/character voice-overs
are easy to understand
% within World
% of Total
Total
Magicademy
% within The narrator/character voice-overs
are easy to understand
% within World
% within The narrator/character voice-overs
are easy to understand
% within World
Neutral
Total
D’nayao
Count
% within The narrator/character voice-overs
are easy to understand
% within World
% of Total
2. The voice-overs are delivered well.
The voice-overs are delivered well * World Crosstabulation
World
Technolab
The voiceovers are
delivered
well
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
254
906
% within The voice-overs are delivered well
35.3%
36.6%
28.0%
100.0%
% within World
93.0%
94.1%
93.0%
93.4%
% of Total
33.0%
34.2%
26.2%
93.4%
4
2
3
9
44.4%
22.2%
33.3%
100.0%
1.2%
.6%
1.1%
.9%
.4%
.2%
.3%
.9%
20
19
16
55
Count
% of Total
Count
% within The voice-overs are delivered well
36.4%
34.5%
29.1%
100.0%
% within World
5.8%
5.4%
5.9%
5.7%
% of Total
2.1%
2.0%
1.6%
5.7%
344
353
273
970
35.5%
36.4%
28.1%
100.0%
100.0%
100.0%
100.0%
100.0%
35.5%
36.4%
28.1%
100.0%
Count
% within The voice-overs are delivered well
% within World
% of Total
77
Magicademy
332
% within World
Total
D’nayao
320
% within The voice-overs are delivered well
Neutral
Total
Results of the Surveys Annex I
3. The voice-overs fit the characters well.
The voice-overs fit the characters well * World Crosstabulation
World
Technolab
The voiceovers fit the
characters
well
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
Magicademy
341
266
938
% within The voice-overs fit the characters well
35.3%
36.4%
28.4%
100.0%
% within World
93.8%
93.7%
95.0%
94.1%
% of Total
33.2%
34.2%
26.7%
94.1%
3
5
0
8
37.5%
62.5%
0.0%
100.0%
% within World
.8%
1.4%
0.0%
.8%
% of Total
.3%
.5%
0.0%
.8%
Count
Count
19
18
14
51
37.3%
35.3%
27.5%
100.0%
% within World
5.4%
4.9%
5.0%
5.1%
% of Total
1.9%
1.8%
1.4%
5.1%
353
364
280
997
35.4%
36.5%
28.1%
100.0%
100.0%
100.0%
100.0%
100.0%
35.4%
36.5%
28.1%
100.0%
% within The voice-overs fit the characters well
Total
D’nayao
331
% within The voice-overs fit the characters well
Neutral
Total
Count
% within The voice-overs fit the characters well
% within World
% of Total
4. The background music is pleasing and appropriate for the scenes they were used on.
The background music is pleasing and appropriate for the scenes they were used on * World Crosstabulation
World
Technolab
The
background
music is
pleasing and
appropriate
for the
scenes they
were used on
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
333
338
269
940
35.4%
36.0%
28.6%
100.0%
% within World
94.3%
92.9%
95.7%
94.2%
% of Total
33.4%
33.9%
27.0%
94.2%
Count
2
3
0
5
40.0%
60.0%
0.0%
100.0%
% within World
.6%
.8%
0.0%
.5%
% of Total
.2%
.3%
0.0%
.5%
Count
18
23
12
53
34.0%
43.4%
22.6%
100.0%
% within World
5.1%
6.3%
4.3%
5.3%
% of Total
1.8%
2.3%
1.2%
5.3%
% within The background music is pleasing and
appropriate for the scenes they were used on
Total
Count
% within The background music is pleasing and
appropriate for the scenes they were used on
% within World
% of Total
78
Magicademy
% within The background music is pleasing and
appropriate for the scenes they were used on
% within The background music is pleasing and
appropriate for the scenes they were used on
Neutral
Total
D’nayao
353
364
281
998
35.4%
36.5%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.4%
36.5%
28.2%
100.0%
Results of the Surveys Annex I
5. The volume level of background music is adequate.
The volume level of background music is adequate * World Crosstabulation
World
Technolab
The volume
level of
background
music is
adequate
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
Magicademy
340
257
921
% within The volume level of background music
is adequate
35.2%
36.9%
27.9%
100.0%
% within World
91.8%
93.7%
91.5%
92.4%
% of Total
32.5%
34.1%
25.8%
92.4%
2
7
1
10
20.0%
70.0%
10.0%
100.0%
% within World
.6%
1.9%
.4%
1.0%
% of Total
.2%
.7%
.1%
1.0%
27
16
23
66
40.9%
24.2%
34.8%
100.0%
% within World
7.6%
4.4%
8.2%
6.6%
% of Total
2.7%
1.6%
2.3%
6.6%
353
363
281
997
35.4%
36.4%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.4%
36.4%
28.2%
100.0%
Count
Count
% within The volume level of background music
is adequate
Total
D’nayao
324
% within The volume level of background music
is adequate
Neutral
Total
Count
% within The volume level of background music
is adequate
% within World
% of Total
6. The volume level of sound effects music is adequate.
The volume level of sound effects music is adequate * World Crosstabulation
World
Technolab
The volume
level of
sound
effects
music is
adequate
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
258
920
% within The volume level of sound effects music
is adequate
% within World
35.3%
36.6%
28.0%
100.0%
91.8%
92.6%
91.8%
92.1%
% of Total
32.5%
33.7%
25.8%
92.1%
2
4
2
8
25.0%
50.0%
25.0%
100.0%
.6%
1.1%
.7%
.8%
.2%
.4%
.2%
.8%
27
23
21
71
38.0%
32.4%
29.6%
100.0%
7.6%
6.3%
7.5%
7.1%
2.7%
2.3%
2.1%
7.1%
354
364
281
999
35.4%
36.4%
28.1%
100.0%
100.0%
100.0%
100.0%
100.0%
35.4%
36.4%
28.1%
100.0%
Count
Count
% within The volume level of sound effects music
is adequate
% within World
% of Total
Count
% within The volume level of sound effects music
is adequate
% within World
% of Total
79
Magicademy
337
% of Total
Total
D’nayao
325
% within The volume level of sound effects music
is adequate
% within World
Neutral
Total
Results of the Surveys Annex I
7. The volume level of the voice-overs is adequate.
The volume level of the voice-overs is adequate * World Crosstabulation
World
Technolab
The volume
level of the
voice-overs
is adequate
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
Magicademy
344
265
939
% within The volume level of the voice-overs is
adequate
% within World
35.1%
36.6%
28.2%
100.0%
93.5%
94.8%
94.3%
94.2%
% of Total
33.1%
34.5%
26.6%
94.2%
3
3
1
7
42.9%
42.9%
14.3%
100.0%
.8%
.8%
.4%
.7%
.3%
.3%
.1%
.7%
Count
% of Total
Count
% within The volume level of the voice-overs is
adequate
% within World
% of Total
Total
D’nayao
330
% within The volume level of the voice-overs is
adequate
% within World
Neutral
Total
Count
% within The volume level of the voice-overs is
adequate
% within World
% of Total
20
16
15
51
39.2%
31.4%
29.4%
100.0%
5.7%
4.4%
5.3%
5.1%
2.0%
1.6%
1.5%
5.1%
353
363
281
997
35.4%
36.4%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.4%
36.4%
28.2%
100.0%
8. The sound effects are appropriate.
The sound effects are appropriate * World Crosstabulation
World
Technolab
The sound
effects are
appropriate
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
351
269
959
35.3%
36.6%
28.1%
100.0%
% within World
95.8%
96.4%
95.7%
96.0%
% of Total
33.9%
35.1%
26.9%
96.0%
2
5
0
7
Count
28.6%
71.4%
0.0%
100.0%
% within World
.6%
1.4%
0.0%
.7%
% of Total
.2%
.5%
0.0%
.7%
13
8
12
33
Count
39.4%
24.2%
36.4%
100.0%
% within World
3.7%
2.2%
4.3%
3.3%
% of Total
1.3%
.8%
1.2%
3.3%
354
364
281
999
35.4%
36.4%
28.1%
100.0%
100.0%
100.0%
100.0%
100.0%
35.4%
36.4%
28.1%
100.0%
Count
% within The sound effects are appropriate
% within World
% of Total
80
Magicademy
339
% within The sound effects are appropriate
Total
D’nayao
% within The sound effects are appropriate
% within The sound effects are appropriate
Neutral
Total
Results of the Surveys Annex I
9. All text should have voice-overs.
All text should have voice-overs * World Crosstabulation
World
Technolab
All text
should have
voice-overs
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
Magicademy
305
244
843
% within All text should have voice-overs
34.9%
36.2%
28.9%
100.0%
% within World
83.3%
84.0%
86.8%
84.6%
% of Total
29.5%
30.6%
24.5%
84.6%
8
15
5
28
28.6%
53.6%
17.9%
100.0%
2.3%
4.1%
1.8%
2.8%
.8%
1.5%
.5%
2.8%
51
43
32
126
% within All text should have voice-overs
40.5%
34.1%
25.4%
100.0%
% within World
14.4%
11.8%
11.4%
12.6%
5.1%
4.3%
3.2%
12.6%
353
363
281
997
35.4%
36.4%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.4%
36.4%
28.2%
100.0%
Count
% within World
% of Total
Count
% of Total
Total
D’nayao
294
% within All text should have voice-overs
Neutral
Total
Count
% within All text should have voice-overs
% within World
% of Total
G. STORY/PLOT
1. The storyline/plot is entertaining.
The storyline/plot is entertaining * World Crosstabulation
World
Technolab
The
storyline/plot
is entertaining
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Neutral
Count
Magicademy
338
346
264
948
35.7%
36.5%
27.8%
100.0%
% within World
97.4%
96.1%
95.0%
96.2%
% of Total
34.3%
35.1%
26.8%
96.2%
Count
0
2
2
4
% within The storyline/plot is entertaining
0.0%
50.0%
50.0%
100.0%
% within World
0.0%
.6%
.7%
.4%
% of Total
0.0%
.2%
.2%
.4%
9
12
12
33
27.3%
36.4%
36.4%
100.0%
Count
% within World
2.6%
3.3%
4.3%
3.4%
% of Total
.9%
1.2%
1.2%
3.4%
Count
347
360
278
985
35.2%
36.5%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.2%
36.5%
28.2%
100.0%
% within The storyline/plot is entertaining
% within World
% of Total
81
D’nayao
% within The storyline/plot is entertaining
% within The storyline/plot is entertaining
Total
Total
Results of the Surveys Annex I
2. The lengths of the story segments are necessary.
The lengths of the story segments are necessary * World Crosstabulation
World
Technolab
The lengths
of the story
segments
are
necessary
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
Magicademy
337
262
925
% within The lengths of the story segments are
necessary
% within World
35.2%
36.4%
28.3%
100.0%
94.2%
93.6%
94.6%
94.1%
% of Total
33.2%
34.3%
26.7%
94.1%
1
2
4
7
14.3%
28.6%
57.1%
100.0%
.3%
.6%
1.4%
.7%
.1%
.2%
.4%
.7%
Count
% of Total
Count
% within The lengths of the story segments are
necessary
% within World
% of Total
Total
D’nayao
326
% within The lengths of the story segments are
necessary
% within World
Neutral
Total
Count
% within The lengths of the story segments are
necessary
% within World
% of Total
19
21
11
51
37.3%
41.2%
21.6%
100.0%
5.5%
5.8%
4.0%
5.2%
1.9%
2.1%
1.1%
5.2%
346
360
277
983
35.2%
36.6%
28.2%
100.0%
100.0%
100.0%
100.0%
100.0%
35.2%
36.6%
28.2%
100.0%
4. There is a clear line in the story between what is real and what is fictional
There is a clear line in the story between what is real and what is fictional * World Crosstabulation
World
Technolab
There is a
clear line in
the story
between
what is real
and what is
fictional
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Neutral
Count
Magicademy
326
335
262
923
35.3%
36.3%
28.4%
100.0%
94.5%
94.1%
94.6%
94.4%
% of Total
33.3%
34.3%
26.8%
94.4%
Count
0
1
0
1
% within There is a clear line in the story
between what is real and what is fictional
% within World
0.0%
100.0%
0.0%
100.0%
0.0%
.3%
0.0%
.1%
% of Total
0.0%
.1%
0.0%
.1%
19
20
15
54
35.2%
37.0%
27.8%
100.0%
% within World
5.5%
5.6%
5.4%
5.5%
% of Total
1.9%
2.0%
1.5%
5.5%
345
356
277
978
35.3%
36.4%
28.3%
100.0%
100.0%
100.0%
100.0%
100.0%
35.3%
36.4%
28.3%
100.0%
Count
Count
% within There is a clear line in the story
between what is real and what is fictional
% within World
% of Total
82
D’nayao
% within There is a clear line in the story
between what is real and what is fictional
% within World
% within There is a clear line in the story
between what is real and what is fictional
Total
Total
Results of the Surveys Annex I
H. LESSON CONTENT
1. The lesson content is easy to understand without the help of a teacher.
The lesson content is easy to understand without the help of a teacher * World Crosstabulation
World
Technolab
The lesson
content is
easy to
understand
without the
help of a
teacher
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
309
323
231
863
35.8%
37.4%
26.8%
100.0%
88.3%
89.7%
83.4%
87.4%
% of Total
31.3%
32.7%
23.4%
87.4%
2
4
5
11
18.2%
36.4%
45.5%
100.0%
.6%
1.1%
1.8%
1.1%
.2%
.4%
.5%
1.1%
39
33
41
113
34.5%
29.2%
36.3%
100.0%
11.1%
9.2%
14.8%
11.4%
4.0%
3.3%
4.2%
11.4%
350
360
277
987
35.5%
36.5%
28.1%
100.0%
100.0%
100.0%
100.0%
100.0%
35.5%
36.5%
28.1%
100.0%
Count
% of Total
Count
% within The lesson content is easy to
understand without the help of a teacher
% within World
% of Total
Total
Magicademy
% within The lesson content is easy to
understand without the help of a teacher
% within World
% within The lesson content is easy to
understand without the help of a teacher
% within World
Neutral
Total
D’nayao
Count
% within The lesson content is easy to
understand without the help of a teacher
% within World
% of Total
2. The pace in which the lesson content was delivered was adequate.
The pace in which the lesson content was delivered was adequate * World Crosstabulation
World
Technolab
The pace in
which the
lesson
content was
delivered
was
adequate
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
340
248
922
36.2%
36.9%
26.9%
100.0%
95.4%
94.4%
89.5%
93.4%
% of Total
33.8%
34.4%
25.1%
93.4%
Count
Count
% within The pace in which the lesson content
was delivered was adequate
% within World
% of Total
Count
% within The pace in which the lesson content
was delivered was adequate
% within World
% of Total
83
Magicademy
334
% of Total
Total
D’nayao
% within The pace in which the lesson content
was delivered was adequate
% within World
% within The pace in which the lesson content
was delivered was adequate
% within World
Neutral
Total
3
3
3
9
33.3%
33.3%
33.3%
100.0%
.9%
.8%
1.1%
.9%
.3%
.3%
.3%
.9%
13
17
26
56
23.2%
30.4%
46.4%
100.0%
3.7%
4.7%
9.4%
5.7%
1.3%
1.7%
2.6%
5.7%
350
360
277
987
35.5%
36.5%
28.1%
100.0%
100.0%
100.0%
100.0%
100.0%
35.5%
36.5%
28.1%
100.0%
Results of the Surveys Annex I
3. There is no feeling of a lack of information.
There is no feeling of a lack of information * World Crosstabulation
World
Technolab
There is
no feeling
of a lack of
information
Strongly
Agree/Agree
Count
Disagree/Strongly
Disagree
Magicademy
297
221
795
% within There is no feeling of a
lack of information
% within World
34.8%
37.4%
27.8%
100.0%
79.1%
82.7%
80.1%
80.7%
% of Total
28.1%
30.2%
22.4%
80.7%
22
26
17
65
33.8%
40.0%
26.2%
100.0%
6.3%
7.2%
6.2%
6.6%
2.2%
2.6%
1.7%
6.6%
Count
% of Total
Count
% within There is no feeling of a
lack of information
% within World
% of Total
Total
D’nayao
277
% within There is no feeling of a
lack of information
% within World
Neutral
Total
Count
% within There is no feeling of a
lack of information
% within World
% of Total
51
36
38
125
40.8%
28.8%
30.4%
100.0%
14.6%
10.0%
13.8%
12.7%
5.2%
3.7%
3.9%
12.7%
350
359
276
985
35.5%
36.4%
28.0%
100.0%
100.0%
100.0%
100.0%
100.0%
35.5%
36.4%
28.0%
100.0%
4. The interactivities in relation to the lesson content are adequate.
The interactivities in relation to the lesson content are adequate * World Crosstabulation
World
Technolab
The
interactivities
in relation to
the lesson
content are
adequate
Strongly
Agree/Agree
Disagree/Strongly
Disagree
Count
349
260
947
35.7%
36.9%
27.5%
100.0%
96.0%
96.7%
93.9%
95.7%
% of Total
34.1%
35.3%
26.3%
95.7%
1
2
2
5
20.0%
40.0%
40.0%
100.0%
% within World
.3%
.6%
.7%
.5%
% of Total
.1%
.2%
.2%
.5%
13
10
15
38
34.2%
26.3%
39.5%
100.0%
% within World
3.7%
2.8%
5.4%
3.8%
% of Total
1.3%
1.0%
1.5%
3.8%
352
361
277
990
35.6%
36.5%
28.0%
100.0%
100.0%
100.0%
100.0%
100.0%
35.6%
36.5%
28.0%
100.0%
Count
Count
Count
% within The interactivities in relation to the
lesson content are adequate
% within World
% of Total
84
Magicademy
338
% within The interactivities in relation to the
lesson content are adequate
Total
D’nayao
% within The interactivities in relation to the
lesson content are adequate
% within World
% within The interactivities in relation to the
lesson content are adequate
Neutral
Total

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