Content Learning.
Through careful planning, we have been able to create programs which engage students' interest and involve them in learning real content. As a result, students who use these programs come to realize something that most adults didn't learn until they are in college or graduate school, if they learn it at all - that
learning is its own reward. In contrast, most ``edutainment" programs use games or other diversions as their major learning device. The effect is for children to become accomplished game players but learn
little of the substance the program is supposed to teach. ``Edutainment" programs actually make students believe that games are the preferred form of education. Therefore, unless some artificial ``game" is the primary
learning environment of an activity, they reject it. Is it any wonder that many children who play these ``edutainment" games have difficulty becoming engaged with learning from books and from dialogue with teachers and
parents? Comprehensive. These programs cover a substantial amount of content. Our spelling program includes more words than any of the traditional text-book programs commonly used in American schools. Its
words have been chosen carefully. Someone defined a synonym as being a word you use when you can't spell the one you want. Students who complete the entire spelling program will rarely substitute a synonym because they
can't spell the word they really want to use. Since the program includes more than 80% of the running words used even in much highly technical writing, those who use this program should have little spelling difficulty
even in their adult professional lives. One of the leading ``edutainment" spelling programs includes only 72 words. Our total program includes more than 5,000 words. Our US geography program helps students develop a
truly comprehensive understanding of each of the states in the Union. Like a few other programs, it helps students learn the locations of each state. But it also helps them learn much more: names and spellings of the
capitols of the states; states in the original thirteen colonies; states in the Confederacy; states in the Louisiana Purchase. In addition, substantial encyclopedic information is provided about each state. Students can
review and learn these facts as they use the program; the material can be an important starting point for a deeper study of a state or region. Interactive and goal focused.
These programs are interactive. They truly engage students in learning and provide immediate feedback to them. We modeled the learning sequence of our spelling program on things successful tutors did while teaching
spelling. We engage students in active learning; we provide interesting activities for them; we provide immediate feedback. Students are also given opportunities to learn from their mistakes. Most ``edutainment"
spelling programs require students to spell words correctly; however, correct spelling merely lets them continue the game. The major goal of an ``edutainment" program is to win the game, not to spell words correctly.
Correct spelling is only a means to an end. In our programs, correct spelling is the goal. Our geography program engages students in active learning as well. It follows a model we developed from watching a very
effective teacher in action. Students get immediate feedback as to the accuracy of their actions; when they make mistakes, not only are they told they have erred, but they also are told what their errors are. Several
popular geography programs involve students in simulations of one sort or another. Some students enjoy these simulations and may learn a good deal from them. However, they learn the locations, names, spellings, and
similar things of only a few US states and cities. In addition, students are required to follow the game itself; in that sense, the simulations lack the kind of individual interaction that characterizes our programs.
Monitoring and management. Each of our programs provides systematic reporting of student achievement to parent or teacher. Have you ever tried to find out what your student has learned in one of the
``edutainment" programs? Few provide useful information. Our programs provide specific data on student learning. Our spelling programs show all words each student user has spelled correctly on first or multiple tries
as well as those misspelled. Our geography programs give specific data regarding each student user's achievement. Have you ever tried to find out precisely those things which your students need help with?
``Edutainment" programs don't provide much, if any, help. We provide specific information regarding spelling words students are having difficulty with. We also include a program which will help parents and teachers
find the troublesome words so they can send their students to the program for further learning activities. The information about student problems provided by the geography program forms the basis for parental or
teacher assistance or for sending students back to the program for further work.
Dr. Miles Olson, President
Schoolhouse Learning Solutions, Inc.
Professor Emeritus
University of Colorado at Boulder
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