Manual

The basic procedure for using these programs is below. Please contact us with questions, and check out the Teacher Success stories on the right for examples of how teachers are using Arcademic games in their classrooms.

STEP 1: Establish Aims
Establishing an aim, or goal performance, for the student in the computer games is an excellent motivational technique. These are programmed for one minute stages; this seems to be the best time limit for proficiency and motivation in the game. By using the same time per game, the scores represent a consistent rate or frequency of hits and misses. This increases the degree of comparability from score to score.

STEP 2: Explain Procedure
Depending upon the student’s experiences with the computer, you will need to spend some time explaining the object of the game being played and the way in which the game operates. After explaining these to the student and establishing a schedule for the work at the computer, observe the student for a few minutes to make sure he/she is operating the game correctly.

STEP 3: Chart Student Progress
The student's hits and misses are recorded in the scores on the screen. The 'detail' graphs at the end of the game can be used to note trends in the performance from which decisions on strategies for improvement can be made. It also predicts more clearly and easily if the student is likely to reach the aim set. It provides visual feedback of progress to both you and the student.

STEP 4: Interpret Student Progress
Interpreting the graph lines of hits and misses (trend lines) is important in setting strategies for improvement and establishing new goals. This should be done at the end of one or two weeks of performance. Interpreting both the correct (hits) and error (misses) responses will enable you to see the degree of accuracy the student is achieving as well as the absolute performance level. By interpreting both of these trend lines, you will have a learning picture from which you can plot strategies for further learning.

STEP 5: Provide Generalization Activities
Once a student has reached an aim within a game at skill level 'normal', you may want to provide some activities in which the student uses the skills. You can set up special activities that will demonstrate this use in practical applications. For example - ways of making change, calculating mileage, calculating miles per gallon used by an automobile, checking sales receipts from stores for accuracy, estimating various costs of groceries from newspaper ads.

Repeat Steps for Additional Games
The steps listed in this manual should be repeated for each game that the student plays. Use flashcards, worksheets, and other computer games to help the student reach specific aims based on information gained on the first trials with the program.

Our materials are designed to be used flexibly as the student’s needs and learning situation warrant. Each person working with this product is encouraged to adapt the materials in any way possible to ensure a successful learning experience for the student.

  • When I've done flash cards, they aren't in to it. This is more fun and colorful for them. I can tell they are wanting to learn their facts faster as a challenge.
  • Aligning the joy of gaming with practicing math transforms the experience and invites students to learn in an environment they are comfortable with.
  • Many of the students play video games all the time at home. This was a way to let them enjoy their playing time but to practice a skill at the same time.
  • The math games have improved the student's grades in timed tests and have boosted the student's confidence in their math abilities.
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