Software Critique

by Efren Torres

Drill & Practice Software

Worlds Worst Pet

Worlds Worst Pet

Worlds Worst Pet is a free app (available
through the iTunes App Store) to help students
further develop their vocabularies. This app is
perfect for students who may need some
remediation to bring them up to grade level.
Students can begin working at one of six
different levels, most of which have up to twenty
different sets of themed words to get to know
and practice with. Students practice using the
words in fill-in-the-blank situations, practice
identifying synonyms and antonyms, and
answer questions about how the words are
properly used all with the aim to save a pet
from outer space!

Software Features:

Created by Curriculum Associates, LLC

Available in iTunes Store for iPad ONLY
(iPhones do not seem to be supported at
this time, nor Android OS)
Designed for students in grade four
through eight
Can be used independently, or used in
conjunction with the i-Ready Adaptive
Diagnostic System.
Specifically addresses Tier 2 Common
Core Vocabulary

Introduction Positives
The title page of Worlds Worst Pet
contains several of the features Alessi
and Trollip (2001) suggest for an
effective introduction.

Attention-getting title page

Clearly-indicated button allows user to
choose when to start.
No new information presented
No directions or menus
Simple user identification feature

Image Source: Worlds Worst Pet

Introduction Negatives
The title page of Worlds Worst Pet is
missing some of the features Alessi and
Trollip (2001) suggest for an effective
introduction.

No contact information for the publisher or

copyright information
No option to ESCAPE or BACK to exit
software
Credits difficult to find
User play not collaborative or competitive

Image Source: Worlds Worst Pet

Watch the screencast

on this slide for
more specific
information about
learner controls.

Learner Control
This software is lacking some of the
features Alessi and Trollip (2001)
suggest for effective learner control.

No menus hierarchical, hidden,

drop-down, frame or otherwise
Global controls not universally present
No hyperlinks or rollovers
Does not allow (or require) a mouse or a
keyboard
Location of buttons on screen not consistent
No bookmarking capability

Image Source: Worlds Worst Pet

Presentation of Information
Worlds Worst Pet is consistent in
presenting information, allowing the user to
quickly become accustomed to the program.

Control options (such as the help button, end program

button, and volume control) are always accessible and
consistently located in the top right corner of the screen.
The multimedia not only engages the user, but also
indicates when they are one the right track in their
learning.
Layout and format of text is easy to read and evenly spaced.
Reading level of the program is suitable to the learner.
However, adding controls for identical speech and text
might benefit diverse users.
Color is used for emphasis and to indicate when an answer
is correct.

Image Source: Worlds Worst Pet

Providing Help
Worlds Worst Pet is consistent in
providing users with both procedural
and informational help.

Procedural help is offered before the start of

each game segment.
Directions and help button remain visible
throughout the game, reminding learners that
help is available.
Informational help is offered consistently
throughout the program. The informational
help offered is specific to the vocabulary
content being practiced.

Image Source: Worlds Worst Pet

Ending the Program

Worlds Worst Pet has the ability to
store data. This is beneficial for users
because it allows them to return to
where they left off in the program.

Users are able to end the program at

anytime by clicking the pause icon at the
top of their screen.
Program provides a safety net before
exiting the program.
When ending the program, users are
directed back to the Login page.
There are no closing credits.

Image Source: Worlds Worst Pet

Learning Theory
Behavioral Psychology

A mastery software program

Correct choices earn bones for the pet
Incorrect choices generate an error message

Cognitive Psychology

Supports schema theory or the idea of semantic networks

Repetition to learn and master each themed set of words
User motivation for learning addressed
Strong locus of control

Image Source: Worlds Worst Pet

Gender and Diversity

Worlds Worst Pet is conscious of
equally representing gender and
diverse cultures within the design of
the software.

The program includes both male and female

animated characters.
Each animated character was designed to be
uniquely different from the other, which
creates a sense of diversity within the game.

Image Source: Worlds Worst Pet

Simulation Software
LIFESAVER Crisis Simulator

LIFESAVER
Crisis Simulator
LIFESAVER Crisis Simulator is a
free, fully immersive, live-action
simulator app that allows teachers to
teach CPR. Students must make
quick time-based decisions, follow
directions, and are given a
performance review at the end of
their experience.

Software Features:

Software created by the UK Resuscitation

Council and produced by Unit9 games
Available on iTunes Store for iPads and
Google Play for Android tablet devices
Designed for students in 6-12th grade
Timed decision-making activities
Variety of scenarios
Real time game-style progress stats and
points
Provides storyboarding and scripting

Introduction
Lifesaver includes all of the essential factors Alessi & Trollip (2001) have identified for the
successful introduction of a software: concise title page, simple and self-evident directions, and
user identification.

Short title page includes clear program identification, purpose, and gives credit to producers and
creators.
The graphics of the title page are intriguing and fit the serious mood of the program.
Users must accept the terms of the website, offering them an escape should they not wish to
continue.
Directions for accepting terms and entering the website are clear.
The page does seem to take a significant time to load (especially depending on internet speed) but
a progress monitor makes users aware of the process.
User identification and saved progress is available, but not until users have entered the program.
Users may identify themselves through Facebook, Twitter, Google+, or email. (Google
authentication seems to be down at the current time.)

Learner Control
According to Alessi & Trollip (2001) learner control of forward progress, sequence, and movie and
animation control should be in the hands of the user while allowing advanced users more control.

Mouse use is always available, but tab allows advanced users to toggle between all menu options
while the space bar also acts as the play/pause buttons.
Buttons are easy to recognize, highlight and make noise when mouse is over them, and sometimes
include arrows to show direction.
No icons are used to suggest button function, but given the serious subject matter the intended
audience would be more mature students capable of reading and listening to instructions.
Global menus are available in hidden form at the top and bottom of the screen throughout. They
include a scene selector, course selector, medical questions, and feedback. Also shown in the menu
at the top is a progress monitor.
Controls are obvious and easy to use- most instructions are displayed visually and audibly. They
are consistent in position,

Presentation of Information
LIFESAVER Crisis Simulator is consistent in
presenting information, allowing the user to quickly
engage with the simulation.

Uses video of actors in real life situations

Experience and interactive where a female
voice asks users to make quick second
decisions on how to save a strangers life
Videos are long but controllable with a pause
button
Individual video scenes can be selected for the
current story being told

Source: Lifesaver: A revolutionary way to learn CPR

Presentation of Information (continued)

Opaque red overlay is used to indicate

locked chapters
Green color is used in the videos to
indicate correct answer choices (+1) and
red for wrong choices (-1)
Clean, clear, and well formated white text
for buttons with black background is used
throughout the program
Menu-brings up interactive stories for

Source: Lifesaver: A revolutionary way to learn CPR Source: Lifesaver: A revolutionary

way to learn CPR

users to unlock

Profile & Log In-users can create a profile

to save progress

Source: Lifesaver: A revolutionary way to learn CPR

Providing Help
LIFESAVER Crisis Simulator provides users with
both procedural and informational help.

Informational help buttons are located on

the bottom of the program
Medical questions-most common answers to
CPR questions

Emergency info,-provides users with possible

solutions for user to intervene in life and
death situations

Book a course-users can sign-up for a local

CPR course provided they live in U.K.

Opaque red to is used to indicate important

highlights and steps

Source: Lifesaver: A revolutionary way to learn CPR

Providing Help (continued)

Audio procedural help is offered during each interaction

There are no visible directions but users receive audio help when they choose incorrectly
Typically two options are given during video segments
No rollovers are used and there is no context-sensitive help
No manual is provided for starting the program

Ending the Program

LIFESAVER Crisis Simulator has the ability to save user data. This is beneficial
for users because it allows them to return to where they left off in the program.

There is no distinguishing between temporary or permanent termination

A safety net is provided to save progress for each scene completed; it is automatically saved

and available to replay, so ending the program early has no consequence and reverts user
back to main menu
Users can pause and close the browser bar
Temporary termination is not allowed and progress will not be saved; users can only pause
current segments
No credits are provided after completing each scenario

Users are given a brief summary and a progress report can be shared on popular social
media sites

Ending the
Program

Progress Report

Progress Report
Source: Lifesaver: A revolutionary way to learn CPR

Learning Theory
Lifesaver Crisis Simulator emphasises cognitive approach for learning. The cognitive
psychology principles that are most strongly represented in this simulator are:
Active Learning: Users learn via constant interaction with the subject matter. The simulator does not
present any step without the user making a choice or clicking to proceed in a step. For example, when
simulating CPR users must actually drag an arrow to open airways on the victim, instead of the step just
being shown to them.
Locus of Control: Control varies in this simulator, Learners can control which film they wish to watch,
but cannot progress to some films without completing the film before it. They can select scenes within
films to review, practice, or preview.

Learning Theory
Motivation: Motivation for learning is used in moderation but it helps to keep the learners attention. A
progress bar at the top of the screen tracks progress and keeps track of learners success in tasks.
During some tasks a success monitor helps keep users on the right track. After some tasks, such as
chest compressions, an accuracy score is provided. Given the personal nature of this simulator, the pure
and simple fact that the user succeeded in helping to keep someone alive is motivating- upon successful
completion of a film, users are made aware of their success.
Comprehension: This simulators emphasis is on application of CPR skills. Learners are placed in real-life
situations and guided through the CPR process. The best example of this is when users are required to
press the P and Q keys to represent chest compressions. The motion and timing of the key pressing is
very similar to the actual action of chest compressing, and learners get a real life experience when being
guided through the content.

Gender and Diversity

LIFESAVER Crisis Simulator is conscious of equally representing gender and
diverse cultures within the design of the software.

The program includes male and female diverse actors

Age range of 18-65

Black and white actors
Universal and culturally sensitive situations

Alessi, S., & Trollip, S. (2001). Simulations. In Multimedia for Learning: Methods and Development
(3rd ed., pp. 213-269). Boston, Massachusetts: Allyn and Bacon.
Curriculum Associates. (2014). Worlds Worst Pet (Version 1.1.0) [Mobile application software].
Retrieved from
https://itunes.apple.com/us/app/worlds-worst-pet-vocabulary/id730540095?mt=8
LIFESAVER Crisis Simulator: ELearning developed by Unit9. (n.d.).
Retrieved February 14, 2016, from
http://www.elearningsuperstars.com/project/lifesaver-by-the-resuscitation-council-uk-unit9-production/

References