The Computer Games for Preschoolers Reading Answers

Dec 17, 2022

Computer Games for Preschoolers Reading Answers has 13 questions that need to be answered in 20 minutes. Computer Games for Preschoolers Reading Answers is about different types of games for preschoolers. Computer Games for Preschoolers Reading Answers comprises four types of questions-complete the sentences, true/false/not given and complete the flowchart. Candidates are required to complete the sentences by choosing one word answer for each sentence from the IELTS reading passage. Candidates are supposed to read the IELTS Reading passage carefully to decide whether the given statement is true/false or not given in the passage. Candidates have to complete the flowchart by using no more than two words for each answer from the passage. Candidates can undertake IELTS Reading practice papers to practise more on different topics.

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Section 1

Read the Passage to Answer the Following Questions

Computer Games for Preschoolers Reading Answers

Designing computer games for young children is a daunting task for game producers, who, for a long time, have concentrated on more “hard core” game fans. This article chronicles the design process and research involved in creating Nintendo DS for preschool gamers.
After speaking with our producers who have a keen interest in designing for the DS, we finally agreed on three key goals for our project. First, to understand the range of physical and cognitive abilities of preschoolers in the context of handheld system game play; second, to understand how preschool gamers interact with the DS, specifically how they control the different forms of play and game mechanics offered by the games presently on the market for this platform; third, to understand the expectations of preschoolers, parents concerning the handheld systems as well as the purchase and play contexts within which game play occurs. The team of the research decided that in-home ethnographies with preschoolers and their families would yield comprehensive database with which to give our producers more information and insights, so we start by conducting 26 in-home ethnographies in three markets across the United States: an East coast urban/suburban area, a West coast urban/suburban area, and a Midwest suburban/rural area.
The subjects in this study included 15 girls and 11 boys ranging from 3 years and 3 months old to 5 years and 11 months old. Also, because previous research had shown the effects of older siblings on game play (demonstrated, for example, by more advanced motor coordination when using a computer mouse), households were employed to have a combination of preschoolers with and without elder peers. In order to understand both “experienced” and “new” preschool users of the platform, we divided the sample so that 13 families owned at least one Nintendo DS and the others did not. For those households that did not own a DS, one was brought to the interview for the kid to play. This allowed us to see both the instinctive and intuitive movements of the new players (and of the more experienced players when playing new games), as well as the learned movements of the more experienced players. Each of those interviews took about 60 to 120 minutes and included the preschooler, at least one parent, and often siblings and another caregiver.
Three kinds of information were collected after each interview. From any older siblings and the parents that were available, we gathered data about ： the buying decisions surrounding game systems in the household, the family’s typical game play patterns， levels of parental moderation with regard to computer gaming, and the most favorite games played by family members .We could also understand the ideology of gaming in these homes because of these in-home interviews： what types of spaces were used for game play， how the systems were installed, where the handheld play occurred in the house (as well as on-the-go play), and the number and type of games and game systems owned. The most important is, we gathered the game-playing information for every single kid.
Before carrying out the interviews, the research team had closely discussed with the in-house game producers to create a list of game mechanics and problems tied to preschoolers* motor and cognitive capabilities that were critical for them to understand prior to writing the games. These ranged from general dexterity issues related to game controllers to the effectiveness of in-game instructions to specific mechanics in current games that the producers were interested in implementing for future preschool titles. During the interviews, the moderator gave specific guidance to the preschooler through a series of games, so that he or she could observe the interaction and probe both the preschooler and his or her parents on feelings, attitudes, and frustrations that arose in the different circumstances
If the subject in the experiment had previous exposure to the DS system, he or she was first asked to play his or her favorite game on that machine. This gave the researchers information about current of gaming skill related to the complexity of the chosen one, allowing them to see the child playing a game with mechanics he or she was already familiar with. Across the 26 preschoolers, the Nintendo DS selections scope were very broad，including New Super Mario Bros, Sonic Rush. Nintendo, and Tony Hawk’s Proving Ground. The interviewer observed the child play，noting preferences for game mechanics and motor interactions with the device as well as the complexity level each game mechanic was for the tested subject The researchers asked all of the preschoolers to play with a specific game in consultation with our producers, The Little Mermaid: Ariel’s Undersea Adventure. The game was chosen for two major reasons. First, it was one of the few games on the market with characters that appeal to this young age group. Second, it incorporated a large variety of mechanics that highlighted the uniqueness of the DS platform, including using the microphone for blowing or singing.
The findings from this initial experiment were extensive. After reviewing the outcomes and discussing the implications for the game design with our internal game production team, we then outlined the designing needs and presented the findings to a firm specialising in game design. We worked closely with those experts to set the game design for the two preschool-targeted DS games under development on what we had gathered.
As the two DS games went into the development process, a formative research course of action was set up. Whenever we developed new game mechanics, we brought preschoolers into our in-house utility lab to test the mechanics and to evaluate both their simplicity, and whether they were engaging. We tested either alpha or beta versions of different elements of the game, in addition to looking at overarching game structure. Once a full version of the DS game was ready, we went back into the field test with a dozen preschoolers and their parents to make sure that each of the game elements worked for the children, and that the overall objective of the game was understandable and the process was enjoyable for players. We also collected parents’ feedback on whether they thought the game is appropriate, engaging, and worth the purchase.

Section 2

Solution and Explanation

Question 1 - 5:
Complete the sentences below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 1-5 on your answer sheet.
Exploratory Research Project

Main Objectives:

Determine the relevant (1)____________ in the context
Observe how preschoolers manage playing
Investigate attitudes of (2)_____________ towards games

Subjects:

26 children from different US (3)_________
Age range: 3 years and 3 months to 5 years and 11 months
Some children have older (4)___________
Equal number of new and (5)____________ players
Some households have Nintendo DS and some don’t

Question 1:

Answer 1: abilities.
Keywords: producers, DS, goals, physical, cognitive, abilities.
Supporting Sentence: After speaking with our producers who have a keen interest in designing for the DS, we finally agreed on three key goals for our project. First, to understand preschoolers’ range of physical and cognitive abilities in the context of handheld system game play.
Location in the passage: Paragraph 2.
Explanation: As stated in the first line of paragraph B, they finally settled on three main objectives for the project after meeting with our producers. Producers had a deep interest in designing for the DS. Prior to anything else, it's important to comprehend the range of physical and cognitive abilities that toddlers possess in relation to portable gaming play.

Question 2:

Answer 2: parents.
Keywords: parents, preschoolers, systems, play context.
Supporting Sentence: Third, to understand the expectation of preschooler’s parents concerning the handheld systems as well as the purchase and play contexts within which game play occurs.
Location in the passage: Paragraph 2.
Explanation: According to the fourth line of paragraph B, the third purpose was to comprehend what parents of preschoolers expected from handheld devices. Additionally, there are the settings for play and purchase within which games are played.

Question 3:

Answer 3: markets.
Keywords: database, ethnographies, markets, United States.
Supporting Sentence: The team of research decided that in-home ethnographies with preschoolers and their families would yield a comprehensive database with which to give our producers more information and insights, so we start by conducting 26 in-home ethnographies in three markets across the United States: an East coast urban/suburban area, a West coast urban/suburban area, and a Midwest suburban/rural area.
Location in the passage: Paragraph 2.
Explanation: As per the fifth line of paragraph B, the research team determined that in-home ethnographies would produce a thorough database. Especially with preschoolers and their families It will provide their producers with additional knowledge and perspectives. In order to get started, they carried out 26 in-home ethnographies in three different American markets.

Question 4:

Answer 4: siblings.
Keywords: research, older siblings, coordination, preschoolers, peers.
Supporting Sentence: Also, because previous research had shown the effects of older siblings on game play (demonstrated, for example, by more advanced motor coordination when using a computer mouse), households were employed to have a combination of preschoolers with and without elder peers.
Location in the passage: Paragraph 3.
Explanation: The first sentence of paragraph C notes that earlier studies had revealed how older siblings affected game play. The goal was to mix preschoolers with and without older classmates in the households.

Question 5:

Answer 5: experienced.
Keywords: experienced, new, sample, families.
Supporting Sentence: To understand both “experienced” and “new” preschool users of the platform, we divided the sample so that 13 families owned at least one Nintendo DS and the others did not.
Location in the passage: Paragraph 3.
Explanation: The third line of paragraph C explains that we divided the sample in order to comprehend both "experienced" and "new" preschool users of the platform. In contrast to the other households, the 13 families had at least one Nintendo DS.

Question 6 - 9
Do the following statements agree with the information in Reading Passage?
In boxes 6-9 on your answer sheets write

TRUE if the statement agrees with the information.
FALSE if the statement contradicts the information.
NOT GIVEN if there is no information on this

One area of research is how far mothers and fathers controlled children’s playing after school.

Answer 6: NOT GIVEN.
Explanation: The passage does not provide any information that is relevant to the question.

The researchers are allowed a free access to the subject’s house.

Answer 7: TRUE.
Keywords: in-home, interviews, installed, owned.
Supporting Sentence: We could also understand the ideology of gaming in these homes because of these in-home interviews: what types of spaces were used for game play, how the system were installed, where the handheld play occurred in the house (as well as on-the-go play), and the number and type of games and game systems owned.
Location in the passage: Paragraph 4.
Explanation: According to the third line of paragraph D, we could also grasp the gaming philosophy in these houses through in-home interviews. Such as what types of spaces were utilised for game play, how the system was placed, where handheld play occurred in the house. And also the quantity and type of games and game systems owned.

The researchers regarded The Little Mermaid: Ariel’s Undersea Adventure as likely appeal to preschoolers.

Answer 8: TRUE.
Keywords: little mermaid, market, appeal, group.
Supporting Sentence: The researchers asked all of the preschoolers to play with a specific game in consultation with our producers, The Little Mermaid: Ariel’s Undersea Adventure. The game was chosen for two major reasons. First, it was one of the few games on the market with characters that appeal to this young age group. Second, it incorporated a large variety of mechanics that highlighted the uniqueness of the DS platform, including using the microphone for blowing or singing.
Location in the passage: Paragraph 6.
Explanation: In accordance with our producers, as stated in the sixth line of paragraph F, the researchers requested that all of the preschoolers play a particular game. There were two main considerations in choosing the game. First of all, it had characters that were popular with this younger age range, which makes it one of the few games available. Second, it had a wide range of mechanics that emphasised the distinction of the DS platform, such as singing or blowing into the microphone.

The Little Mermaid: Ariel’s Undersea Adventure is operated entirely by hand controls.

Answer 9: FALSE.
Keywords: mechanics, market, appeal, group, microphone.
Supporting Sentence: First, it was one of the few games on the market with characters that appeal to this young age group. Second, it incorporated a large variety of mechanics that highlighted the uniqueness of the DS platform, including using the microphone for blowing or singing.
Location in the passage: Paragraph 6.
Explanation: First, it was one of the few games on the market featuring characters that appealed to this young age range, as per the third-to-last line of paragraph F. Second, it featured a wide range of mechanics that emphasised the distinctiveness of the DS platform. Such as the ability to blow into or sing into the microphone.

Question 10 - 13
Complete the flow chart below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in the boxes 10-13 on your answer sheet.

Using the results of the study

↓

Presentation of design requirement to a specialist (10) ______________

↓

Testing the mechanics of two new games Nintendo Lab ( assess (11)_________ and interest)

↓

A (12)__________________ of the games trailed be twelve children

↓

Collection of (13) _______________________ from parents.

Question 10:

Answer 10: firm.
Keywords: outcome, discuss, design, firm, specializing.
Supporting Sentence: After reviewing the outcomes and discussing the implications for the game design with our internal game production team, we then outlined the designing needs and presented the findings to a firm specializing in game design.
Location in the passage: Paragraph 7.
Explanation: The first line of paragraph G explains that they offered their findings to a company that specialises in game design after outlining the needs for designing. Particularly after going through the results and talking about how they might affect game design with their own game production team.

Question 11:

Answer 11: simplicity
Keywords: new game, preschoolers, utility lab, simplicity.
Supporting Sentence: Whenever we developed new game mechanics, we brought preschoolers into our in-house utility lab to test the mechanics and to evaluate both their simplicity, and whether they were engaging.
Location in the passage: Paragraph 8.
Explanation: The first sentence of paragraph H claims that anytime they created new game mechanisms, they tested them on young children in our on-site utility lab. Moreover, to determine whether they were interesting and to assess how simple they were.

Question 12:

Answer 12: full version.
Keywords: full version, field, parents, preschoolers, objective.
Supporting Sentence: Once a full version of the DS game was ready, we went back into the field test with a dozen preschoolers and their parents to make sure that each of the game elements worked for the children, and that the overall objective of the game was understandable and the process was enjoyable for players.
Location in the passage: Paragraph 8.
Explanation: As stated in the third line of paragraph H, they returned to the field test. It was conducted with a group of 12 toddlers and their parents after the entire version of the DS game was complete. To ensure that all of the game's components functioned well for the kids, this was done. Furthermore, the participants found the procedure to be fun and that the game's overarching goal was clear.

Question 13:

Answer 13: feedback.
Keywords: feedback, appropriate, purchase, game.
Supporting Sentence: We also collected parent’s feedback on whether they thought the game is appropriate, engaging, and worth the purchase.
Location in the passage: Paragraph 8.
Explanation: According to the last sentence in paragraph H, the game's creators did take preschool parents' feedback into account. Particularly those who took part in the study on elements like suitable content, the product's price range, etc.