Title: Euclidea
Developer: Horis International Limited
Platforms: Browser, IOS, and Android
High Level Instructional Goal: The purpose of this project was to see what kinds of educational games are currently available for students. In addition, we are asked to analyze what makes an educational game effective and good. For Critique 4, I choose to look at Euclidea. The goal of this educational game is to create a fun and educational experience for players to practice problem-solving in Euclidean geometry.
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Description:
The goal of Euclidea is to complete sets of geometric problems to practice and better understand how to problem solve without getting help or hints. Each round is a level and as you complete and pass each level you learn and unlock shortcuts for complex constructions which you use for higher level problems. In order to get more points, players must try to build the shape in the fewest possible moves which emphasizes the idea of optimization.
Starting off, players are able to create a profile to save their results. They may connect their profile with social media like Facebook and email. This function is not something that players are asked to do but given the option in the right hand corner if they want to. Compared to other games that allow players to see each others’ rankings and scores, Euclidea is more focused on self-growth so players are only able to see their own scores and progress. This way allows players to learn and continue at their own pace.
There is no tutorial so when you enter the first problem, which makes players rely on their problem solving skills and context clues to try to understand how to use the tools in the game. The first problem was difficult for me because I did not know what to do and what buttons did what. Thankfully, their is a “Help” button that explains the tools. Though it was not extremely helpful, this guide allowed me to understand the basics of the game to start creating my solution.
When you enter a problem, you are given a quick brief about what you are supposed to do which entails the shape that you are trying to create. Then there are L and E goals that players should keep in mind to get the most amount of points. L and E goals is the main way for players to understand what they need to solve in that specific problem. The game does not explicitly explain what L and E goals are unless players press the “Help” button which is a light blue question mark. Once that is opened, then players will be able to see what significance those have. L counts tool actions. L goals score points based on straight or curved lines. Whatever players do, L looks at how the the object was constructed. On the other hand, E considers the accuracy of the move. E scores points based on the elementary Euclidean constructions. This is important for players to practice as if it was in real life. Players must keep in mind these goals so that they get the highest possible points. These two goals help emphasize the idea that optimization is key to being successful in this game.
There is no time pressure in this game. Not having time pressure was extremely helpful because it took me a while to understand the components of the game to actually start. At first, I thought that the game was simple and that the measurements could just be “eyed” as long as it looked similar. For my first trial, I just drew two lines and tested to see if it worked. Unfortunately, it did not so I had to restart. Players are given the opportunity to undo a specifc move or just restart the whole configuration. These options help players to look back carefully at their process and analyze where they made a mistake to fix and get the correct solution.
Then, I used the circle tool to apply two circles and then get the accurate measurement needed to create an equilateral triangle. Though it seemed correct, it was not accurate enough. I wish that the instructions were more explicit on what is considered correct and what is not. Without having the specific guidelines and examples, it made the game more difficult to play and understand. After playing around, on my second attempt I tried having two symmetrical circles to create the equilateral triangle in between. It seemed correct and the logic seemed to make sense, however, it was marked as invaild. After playing around with the solution that I created I realized that the circles had to be more accurate. This component was not something that I thought of as a big deal because it was not mentioned in the guidelines. The dots on the circles are important for making the solution more accurate. The circles have to be accurately placed so their dots touch the ends of the line. What I did was just make the circle without considering the dots.
After realizing that mistake, I aligned the dots on the circles with the line. Then, the triangle turned yellow and notified me that I had completed that problem. Players are also able to see whether or not they were able to obtain all the L and E goals. This small component was something that I had not considered but important when players want to make accurate measurements.
After completing the problem, the player receives stars which are considered points. This is an interesting factor that players have to see how much progress they have made in the game. They are also given a hint for them to keep in mind for future problems. Learners are given the opportunity to redo the level if they do not completely understand how it was solved or can move on to the next problem. If players are lucky, they are able to recieve a V-star. These stars are hidden and only seen when players solve the whole problem. V-stars usually imply that there is some kind of symmetry involved with that shape.
In addition, if players exit and go back to the main page with all the levels, they are able to see that the levels that they finished display filled in stars. Adding on, to see the progress that players have completed in that section, they can see the number of stars they finished and the number of stars they need to complete that section.
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Learning Objectives:
For the learning objectives of this game, it is much more straightforward than other games. There are a couple things that users needs to know in order to play Euclidea properly. First and foremost, players need to have some kind of prior knowledge of Euclidean geometry. This prior knowledge is pretty obvious especially with the title of the game. If users do not have this type of previous knowledge then it will be extremely difficult for them to understand the terms that are used to describe problems. For example, the first problem has Equilateral triangle as the title. Though there are images given, players will not know that the sides need to be equal by just looking at the example. In conclusion, if players do not have prior geometry skills, it will be difficult for users to know what to create. This prior knowledge will play a crucial role in a player being successful.
Adding on, through this game, players practice problem-solving skills in scenarios for geometry. The process of how players get their solution is that players first practice their prior knowledge in Euclidean geometry with the problems given. Then, when playing, students have to recall and try to remember the concepts in Euclidean geometry that they learned previously in class. Afterwards, players have to properly transfer that knowledge to the problem to create the correct solution. In this process, there may be a negative transfer because they were unable to recall the concepts correctly or have a misconception of the concepts. For the main outcome, users should be able to strengthen their ability of being able to understand and use that information in other settings so that they fully understand how to problem-solve Euclidean geometry. Overall, another learning objective that players will face is reptitive problem-solving.
These learned concepts can be applicable in many ways outside of the game and in the classroom. One good example that I had not considered at first is for design. Players can use their knowledge when trying to make accurate drawings for architectural purposes. There are many times where designers have to draw the shapes themselves for a design, so having this knowledge is helpful to make more accurate shapes rather than “free handing” them and not looking professional. From previous experience, it is extremely difficult as a product designer and not being able to know how to draw a correct shape. Before, I just thought this game was just meant for helping math, but as I played more, there are so many other purposes that could come in hand. Another example is for creating websites. One thing that is difficult for communication designers is when they are using html to develop their design. Right now, I am creating a website for a design project and it is much different from when we use regular design platforms like Adobe Photoshop and Adobe InDesign. When using html, you must consider how the shape is made in relations to other ones so that you can make the design that you want. This practice of Euclidean is helpful so that it is easier for designers to make the shapes that they want when they do not have the proper resources to make them. Overall, there are many potential transfer opportunities even if it is not related to math.
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Mechanics:
The mechanics of this educational game allows players to continue to play to solve all the problems and reach all levels. The first mechanic that players are automatically introduced to is levels. This mechanic is shown to players right away which is evident when you first open the game. This mechanism is important because it allows players to apply their prior knowledge in different levels of complexity. In order to successfully complete this whole game players must first solve a single problem then finish that whole set. After finishing that whole pack, players then have to move on to the next pack’s first problem and so on until they are all solved. As the student continues to pass the problems, the questions get more complex for players to solve by being harder to construct. Not only does this mechanism allow players to practice in different difficulties but to allow keep players engaged and wanting to continue to solve all the levels. It is interesting that as players complete packs there are more complex constructions and more unlocked shortcuts.
In addition, all players have a toolkit to help solve their problem. Those tools can be an advantage to some players but others may not want them because the tools make it more complicated. The tools include point, line, circle, and other ones. Some players may find the tools more complicated and make them more confused based on how they use them. Adding on, there are clear instructions on how to use them unless players look at “Help” so there may be some miscommunication with how to use them causing players to be further away from the correct solution. For the first set of problems, players are only given 5 tools which are basic. Players may not need to use all 5 of them together for the problems. The player can use the kit as an advantage or as a constraint.
Lastly, an idea that has been mentioned throughout this analysis is optimization. The main objective of Euclidea is for players to optimize their solutions to the most accurate and minimal moves. If players are able to solve the problem while finishing the L and E goals, then players are able to get more points. This idea that players need optimization to score higher makes players to carefully think about their process rather than mindlessly trying anything because there is not time pressure.
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Dynamics:
The dynamics of this game allows players to practice and reiterate their solutions until it is accurate to practice their problem-solving skills in Euclidean geometry. The sole purpose is for players to not move on to the next problem and level until a correct solution is made. While thinking about the correct answer, as mentioned before, players must also try to minimize the number of moves that they use to get higher points. Users can use trial and error to see what works and what does not. Players have an unlimited number of iterations for them to solve and try until they get it correct. Even if a player correctly solves the problem, he or she may restart that problem to get the maximum amount of points. Because there is no time-pressure, players are given the opportunity to carfully think and analyze what is the best solution so that they are more focused and concerned about accurately understanding the learning goals. It is inevitable that as the player moves up the levels that the problems get much more complex to construct, causing players to have more trials. I completely understand this idea of allowing as many iterations because with the first problem, it took me 3 tries to get it correct. The dynamics of this game relates to the learning objective of the game by allowing players to try as many different types of solutions so that they can practice their application of problem-solving in Euclidean geometry.
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Aesthetics:
While playing Euclidea, the player experiences the concept of challenge. This aesthetic is revealed right away in the game as players understand that the problems are leveled based on complexity. The game implements this feature by increasing the complexity of the problem as players progress. Challenge is a great experience that will keep players interested. If this game did not have levels and challenge, players who are much more experienced will not have any fun because it is too easy. In addition, players are not given any hints if they are stuck which emphasizes the aesthetics of challenge. In addition, players have limited tools to use for them to solve the problem. Challenge is deeply embedded into this educational game because the goal of this game is to improve and better your Euclidean geometry problem solving skills by solving them in fewer moves.
Adding on, players have expression by having the freedom to choose how they are solving the problem with the tools given. Some players make look at different methods of how to solve the problem based on their own prior knowldge. Though their thought process may not be the method that the game is thinking, as long as the player reaches the same conclusion that is all it matters. The ability to freely choose what tools to use and how to use them also applies to the idea of discovery that players feel. As players complete problems, they unlock shortcuts and more complex problems which brings about the idea of discovery into the game. The aesthetics of this game relates to the learning objectives of the game by influencing players to want to continue to play as they feel accomplishment when completing the problem and receiving points.
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Learning Principles:
Metacognition
Euclidea uses metacognition to engage players to have interest in practicing. Euclidean geometry through self-correction. Through the game, players use self-correction when they correct their solutions by undoing or restarting their solution. Users are not given any hints or information about what they got wrong or if their solution is close to the correct one. The purpose of this implementation is for players to self-reflect about what they did to analyze their mistakes and self-correct. After the problem is accurately solved, players are given all L and E goal points, which explains their optimization for the solution. This type of point system is helpful so that students are aware that they must try to get the solution is the fewest possible moves while also being as accurate as possible. Compared to other games that allow players to see each others’ rankings and scores, Euclidea is more focused on self-growth so players are only able to see their own scores and progress. This way of only showing their own progress allows players to learn and continue at their own pace. Personally, I think that this principle is extremely important especially for this concept which may be challenging for players who are still practicing Euclidean geometry.
Goldilocks
In many cases, people seek challenges in any situation, because it allows experiences to be more fun and satisfying. No one wants to do something that they do not have interest in. In addition, with such busy lives, we do not want to waste our time with things that can not be accomplished or are just too complex to the point it gets annoying. From an educational standpoint, teachers should not do tasks that require students to do repetitive tasks that are boring or else students will not focus which causes frustration and distress because they are not grasping the concepts. Euclidea makes each problem cover a different concept of Euclidean geometry. After players finish solving a problem, they have the option to decide if they want to move on to a more complex and difficult problem or to redo that problem until they fully understand it. This idea of Goldilocks allows players to determine on their own if the problem they are on is too hard or too easy. Through this principle, players are able to keep their interest because the game is played based on their own preferences. Their preferences are given by players deciding to stay on the question because it is challenging or move to a harder question because that question was too easy.
Scaffolding
Adding on, the purpose of scaffolding is to use all the prior knowledge that the player has when introducing new concepts to complete a bigger goal. It is one of the learning principles that Euclidea uses to teach players Euclidean geometry and how to use that knowledge and problem-solve. For each level, the problem that are unlocked become more and more difficult for players to construct. The construction of the shape becomes much more complex while also adding more shortcuts. Whether the concept is more complex or the shortcuts bring more constraints, the player will learn how to problem-solve more complex Euclidean geometry. For example, in the beginning of the problems, players are only given a limited number of tools like move, point, line, and others. These limited tools make players think of other ways to create an accurate way of measurement to fin the solution. Euclidea scaffolds the game by giving problems that are about specific to Euclidean theories. As the player continues to play, he or she builds up their knowledge through repetitive practice which makes them better at problem-solving Euclidean geometry.
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Synthesis and Critique:
Overall, Euclidea is meant to help players practice and better their problem-solving skills in Euclidean geometry. For the learning principles used, scaffolding and metacognition work well together in Euclidea because it allows players to practice Euclidean geometry in an interesting manner. It is important that players have some type of continued interest in this topic because it is such a complex concept which can discourage students. The scaffolding is shown through the levels which was a great way to implement, however, the lack of communication of how to solve the problem may discourage players from wanting to advance to the next level because it is too difficult and complex. Similarly, there are other factors of the game that did not seem to be clear and was confusing for players.
First, I think that it would have been helpful to have some type of tutorial for players to experience so that they become familiar with the tools rather than having them look and learn on their own through the “Help.” In addition, I wish that there were guidelines that explicilty explained what is concidered correct and what is not. Everyone thinks differently so being able to get that criteria will help players develop a better sense of how to make the accurate solution.
Adding on, I think that it would be helpful for feedback to be implemented. Currently, the game does not help players identify what the errors are in their solution which makes it difficult for users to learn from their mistakes especially when they have no idea. There aren’t even hints given when players are desperate. Implementing this principle will give students the opportunity to correct from their mistake and learn from it so they can practice in the next levels which are more complicated. It does make sense that players are unable to move on unless they truly understand how to solve it, but if they are stuck, players have no way of moving on. Having visual clues or written hints would benefit the experience of the player. This implementation will allow players not to get discouraged and to continue playing. The game doesn’t have time pressure with allows players to solve at their own pace which also helps players to not get discouraged.
I believe that Euclidea is overall a good educational game, but definitely has room for improvement which is evident when I play tested. It was interesting to see the user experience that players get because it is engaging at first, but some of the unclear mechanics may allow players to lose interest and not want to play. In the end, I had a fun time being able to analyze an educational game that I had never played. Euclidea is a fun game that teaches players to problem-solve Euclidean geometry in fewer and more efficient moves. It clearly visualizes the geometry aspects through the leveled problems which motivates users to keep playing to unlock all the packs while also getting better at problem-solving. Overall, this game is a great way for players who want to practice their knowledge with Euclidean geometry. On the other hand, it may be difficult for users who are novices and have little to no knowledge about geometry. If a tutorial was implemented and a guidebook about specific geometry terms, then I think that players from all kinds of prior knowledges and enjoy and benefit.
