**Feel Free to Watch Video Above**    

         **Click Here To Play Demo** 

It is the design of such a product that assessment will have to occur in stages and at an opportune time that address engagement and learning development.  Since this study has been IRB approved, a learner test study, to see if learning is actually taking place, has been designed and once a proper flow was developed for the learners; then and only then can we proceed to do a proper learner study.  Unfortunately, the development process of the prototypes took longer than expected and proper learner tests could not have been administered.  Throughout the development when learner testing was conducted, each learner informed the future design of the prototypes.  Therefore, at this stage of development, any sign of learning that was taking place was immediately informing the design of the prototype.  Therefore, in future studies it will be important to carry out the learner study, mainly: 1) Are math proficiency levels improving for learners; and 2) Can the learners write meaningful metaphors and similes.

However, there were pre-tests and post-tests conducted to all learners about their engagement with the product.  In the end, learners preferred this activity compared to a paper and pencil activities (graphs below).  From the surveys, there is a good reason to believe that learning is taking place because most learners felt that the Edubeats activities were a good way to learn math, English, and music (graphs below).  From the results, there’s an assumption that music is being used to reinforce topic components in math – order of operations, and English – writing verses using metaphors and similes.

Survey Results


       At this point, this study is in position to generate the next assortment of data concerning evidence in learning.  Furthermore, assessing the products design principles with more scrutiny will be done in multiple rounds of pretests and posttests with learners to generate such data.  In addition, testing the activity in classrooms is now being considered based on findings from current learn testings.


Aha! Moments


          During the activity, some quotes that stand out are listed above.  Quotes and dialogue excerpts from learners should be thoroughly analyzed and tested against the products design principles.  Moreover, most of the learning seems to take place during group activities when learners are supporting each other during the activity.  Steps to code the learner’s discourse should be considered in further studies in more detail.  Learners were found quite often-saying phrases like, “Don’t takeaway my swag points!” and this was a sign that the points were a factor in how the learner was feeling during the activity.  In addition, how some learners responded to the swag points was interesting.  While some learners stuck to the task of the activity to score 400 points, some learners enjoyed getting Math Swag Points .  Again, how this contributes to learning should be based on further study’s, however, there is some reason to assume the Math Swag Points may contribute to raising the level of some learners self-efficacy – which hopefully leads to improved test scores. Some learners even discussed the sounds in great detail; even being able to distinguish which specific sounds were not correct, “the second [tone] was off!” (or something similar) was a common phrase.   This proves the theories that this activity has been based on, however, it would be ideal to know on what level these tones contribute to the learners understanding of the content, as well as how the music is reinforcing the content.
          Concerning literacy, by the learner following through and singing the verse they wrote to the beat they earned, is the ultimate display of the power of literacy.  It is my bet that the learners will not understand the quality of the experience by themselves; however, it does make room for mentors and educators to discuss the value of literacy skills in a context that can be better received – that way this activity becomes one big metaphor for valuing literacy skills as they are taught in school and valuing education.  This learner would have truly demonstrated a sense of ownership by singing their song which is meaningful to them so that others can potential see and share; this is the power of literacy when the learner can effectively shape their world using literary devices as they are taught in school.


o   The three pianos were important because it minimized the number of clicks the user made.  I noticed through the number of clicks the users were making, I was loosing the attention of the learners.  So designing an activity with the minimum number of clicks resulted in better experience for the learner.

o   The Math Swag Points were a good motivator.  The learners reacted very well trying to get more points.  To them they were feeling good receiving Math Swag Points, and this translates to the amount of math and English work they had to complete.  As a result, they felt really good completing the activity if they received a lot of Math Swag Points; and this seemed to improve their self-efficacy.  More time to conduct the study is needed to actually determine if learning is taking place and the learners scores improve.o   More instruments may improve the learner’s interest in the activity.  Being able to take advantage of these opportunities to keep the learner engaged may be more advantageous in future development.o    Though not intended, this activity was better as a group activity where the learners could support each other through the activity.  Through dialogue, the learners were able to reinforce their understanding of the order of operation through sounds; and were motivated to write verses with metaphors and similes to a beat that potentially they could be a song they sing together – a very memorable moment.  Methods to take advantage of this product as a group activity should be investigated in more detail since this is the scenario that had the best results.


Speak Your Mind