CrossMark-教育電子書在發(fā)育障礙兒童和正常兒童學(xué)習(xí)中的作用（英文）-2021.5正式版

J.Comput.Educ.(2019)6(1):117–141

/10.1007/s40692-018-0126-9

Educationale?bookforchildren

withandwithoutdevelopmentaldisorders

NirvanaPistoljevic1·VedadHulusic2

Received:18April2018/Revised:28June2018/Accepted:2November2018/

Publishedonline:17November2018

?TheAuthor(s)2018

AbstractInthelastdecade,AutismSpectrumDisorder(ASD)prevalenceratehassignifcantlyincreased,whichconsequentlyledtotheexpansionofresearchandexpenditureinthefeld,predominantlyfocusingonsearchingforthecause.Inatypicalclassroomscenario,workingwithchildrenwithASDveryoftenrequires1:1teachertochildratio,whichmakesitveryexpensiveanddifculttoimplement.Seriousgameshavebeenutilisedasamediumforteachingvariousdevelopmentalskills,suchassocialinteraction,speech,motorskillsdevelopment,emotionrecogni-tion,andotherbasicconcepts.DesigningseriousgamesforASDpopulationdifersfromothergamesandevenotherseriousgamessignifcantly.Itrequiresaholisticapproachwithextensiveknowledgeandexpertisefromfeldsotherthancomputerscience,suchaspsychology,sociologyandcognitivescience.However,oncehar-nessedcorrectly,suchgamescanbeusedbychildrenwithASDontheirowntime,withorwithoutsupervisionandtheycanbeeducational.Inaddition,theycanadjusttheappropriatepacewhileatthesametimeprovidingfeedbackinformofreinforce-mentandcorrection.Applyingtherulesofscienceoflearningandteaching,onecandesigngamesthatareeducationalforalltypesoflearners,includingchildrenwithASD.Inthispaper,twoindependentuserstudieshavebeenconducted,dem-onstratinghowseriousgamingande-learningprinciplescanbeharnessedinordertointervene,developorstrengthenpivotaldevelopmentalskills,likelearningnovelvocabulary,counting,identifyingnumbersandcolours,andrespondingtoinferencequestions.Wehavetestedtheeducationale-bookwithchildrendiagnosedwithASD

VedadHulusicvhulusic@bournemouth.ac.uk

NirvanaPistoljevicnp2127@tc.columbia.ed

TeachersCollege,ColumbiaUniversity,525West120thSt.,NewYork,NY10027,USA

DepartmentofCreativeTechnology,FacultyofScienceandTechnology,BournemouthUniversity,PooleHouse,TalbotCampus,Poole,DorsetBH125BB,UK

Vol.:(0123456789)13

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andwithtypicallydevelopingchildrentoassessskillacquisitioninnativelanguageforchildrenwithASDandinEnglish,aforeignlanguage,fortypicallydevelopingchildrentodemonstratetheeducationalaspectofthegameforalltypesoflearners.Weshowedthatthesamee-bookintwolanguagescanbeusedforteachingdiferenttypesoflearnersthroughafunandengagingmedium.

Keywords\Developmentaldisorder·Autism·Education·E-book·Children

Introduction

AutismSpectrumDisorder(ASD)isaneurodevelopmentaldisorderthatafectsthreecoreareasofdevelopment:languageandcommunication,socialskills,andonesinterests/behaviours.Itisadisorderthatbeginsearlyindevelopment,beforeage2(Luysteretal.2005),characterisedbythelackoflanguageandsocialskillsdevelopmentanddevelopmentofpatternsofrigid,repetitive,auto-stimulatingbehavioursthatinterferewithoverallfunctioningofaperson,Association(2013).ChildrenwithASDcontinuouslyhavedemonstratedmajorimpairmentsinthesekeybuilding-blockskills(SmithandBryson1994;Dawsonetal.2004;Katarzynaetal.2010),andtheabsenceofthesamehasoftenbeenusedasanearlypredictorofASD(Rozgaetal.2011).Inaddition,theyoftenexhibitadifcultyinprocessingsensoryinformation,byunder-orover-processingdiferentinputswhich,asaconsequence,afectstheirlearning.Thisinturnleadstodifcultiesindevelopingmorecomplexlanguageandsocialskills,requiredforsuccessfulinclusionintosociety.

Seriousgaming,aprocessofplayingvideogamesforpurposesotherthanenter-tainmentorleisure,hascontributedtoseveralfelds,suchaseducation(DeFreitas2006),simulation(SheltonandHedley2002),health(Arnab2012)andothers.Theadvantageofusingseriousgamesintrainingandeducationisthatitexposesuserstodeeplyengaging,visuallydynamic,rapidlypaced,andhighlysatisfyingexperi-ences,incomparisontoconventionalteachingandtrainingmethods.Atthesametime,studieshavedemonstratedthatchildrenwithASDacquireskillsfasterwheninstructionisdeliveredviacomputervs.thetraditionalteachingstrategies,andaremoreinterestedandmotivatedtolearnthroughcomputer-assistedinstruction(Wha-lenetal.2009;ChenandBernard-Opitz1993).Consequently,severalstudiesinseri-ousgamescommunityhavecontributedinthisdomain(Zakarietal.2014)showingasignifcantpotentialofthismediumondetectionandinterventionforASD.Whilenoneofthiswork,tothebestofourknowledge,isbasedonthethree-termcontin-gency—thelearnunit(Skinner1958;GreerandMcDonough1999;Greer2002),apredictorofalllearning,wetriedtodesignanddevelopourworkbasedonthesefndingsbyusingthemasatheoreticalfoundationforthegamedesign.

Inthispaper,thedevelopmentprocessoftheinteractiveeducationale-bookispresented,alongwiththetwouserstudiesinvestigatinghowthee-bookcanbeuti-lisedforteachingchildrenwithandwithoutASDvariousdevelopmentallyappropri-ateskills.ThefrststudyinvestigateshowchildrenwithASDacquirebasiclearningconcepts(i.e.pointingtocoloursandnumbersorbasicvocabularyfromthestory)

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intheirnativelanguage,bygoingthroughthee-bookandwhethertheyareabletotransferthatknowledgetootherenvironments,makingitfunctionalknowledge.ChildrenwithASDhavelimitedvocabulariesanddefcitsinlanguageandcommu-nication,sothisiswhywewantedtotestwhethertheycanacquirelanguageandcognitiveconceptsthroughgameplaying.Thesecondstudyexploreswhetherthesamee-bookcanbeusedforteachingtypicallydevelopingchildrensameconceptbutasaforeignlanguagevocabulary.ThesechildrenincomparisontochildrenwithASDarefuentspeakersintheirnativelanguageandhaverichfunctionalvocabular-iessowedecidedtotestacquisitionofnovellanguageskills.So,themaingoalwastotestwhetherthee-bookandthegamecanbeutilisedasaneducationaltoolforchildrenwithandwithoutdisabilities.

Themaincontributionofthisworkisshowingthatseriousgamesdevelopedonthefndingsfrombehaviouralsciencecanbeveryefectiveinteachingchildrenwithandwithoutdevelopmentaldisorders.Theresultsfrombothstudiesshowthattheacquiredskillscanbeefcientlytransferredtonewmediaandenvironments.Inaddition,thisworksuccessfullybridgesthegapbetweenthetwodisciplinesandpro-motesincorporatingtechnologyaspartoftheeducationalandpedagogicalprocessinallschools.Thestudiesontheprocessoftheskillsacquisition,donewithchildrenoneonone,requireextensivetimebecauseexperimenterscollectalldata,inaddi-tiontothecomputerkeepingthescore.Furthermore,thegeneralisationprobeshavetobedonewithchildreninnaturalenvironmentsthroughplay,sothesamplesizesinsuchstudiescannotbelargeduetosuchintensityandtrackingeverylearnunit/interaction.

Relatedwork

TechnologywithintheresearchonASDhasbeenusedfordetectionandmeasure-mentofpsychophysical,physiologicalandneurologicalstates.Thereisevidencethatelectroencephalography(EEG),skinconductance/electrodermalactivity(EDA)andheartrate,whichcanbemeasuredwithphotoplethysmogram(PPG),canbeusedforautismdetectionandmonitoringoftheemotionalstate(Filipeketal.1999;Cobenetal.2010;Critchley2002;Goodwinetal.2006).Researchinphysi-ologicalfeedbackhasshownthatdiscomfortcausedbylookingatfacesandmakingeyecontactinpopulationwithASDcanbedetectedthroughEDAmeasurementandhyperarousalofassociatedbrainregions(Josephetal.2008).Similarly,heartratehasbeenusedformeasurementofthearousalmodulationinindividualswithASD(goodwin2006cardiovascular).Picardetal.(2001)combinedfourdiferentsimul-taneousmeasurementsskinconductance,heartrate,electromyographyandrespi-ration,andextractedeightdiferentemotionsusingpatternanalysis,withthe81%accuracy.

Otherstudiesinvestigatedtheefectoftechnologyandcomputersonlearningandstudentmotivation.Ithasbeenshownthatchildrenwithautismcanmastermoreeducationalobjectivesusingacomputer,comparedtotraditionalteachingstrategies,andaremoreinterestedandmotivatedtolearnthroughcomputer-assistedinstruc-tion(ChenandBernard-Opitz1993;Whalenetal.2009).Priceinvestigatedthe

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efectofthedeliverymediumonchildrenwithautism(Price2011).Hecomparedcomprehensionandinformationacquisitionwhenreadinginteractivee-books(oniPads)comparedtoprintedbooksandfoundpositiveoutcomesforeachparticipantusinge-books.ThesamestudyrevealedthatthereadingoniPadswasmotivatingandreinforcing,whichconsequentlydecreasedstudents’inappropriatebehaviourintheclassroom.

BosselerandMassaro(2003)developedandtestedviatwoseparateexperimentsacomputer-animatedprogramforteachingchildrenwithASDvocabularyandgram-mar.TheyfoundthatchildrenwithASDlearnednovelvocabularywithacomputer-animatedagentandtheynotedtheactiveparticipationofchildrenintheprocessoflearning,transferanduseofthenovellanguageinanatural,untrainedenvironment,whichisthekeyoflearninganyskill.

KebritchiandHirumi(2008)inacomprehensiveeducationalgamesreviewpointedoutthatgamesofthistypearedesignedtakingintoaccountseverallearningtheories,suchaslearningbydoing,discoverylearningorconstructivistlearning.Skinner(1958),lookingfromapointofviewofthescienceoflearning,pointedouthowinvideogamesplayer’sbehaviourisguaranteedtobereinforced,becausetheplayercontactsalientandimmediateconsequences,andarealmostguaranteedtobesuccessful.Theimportanceoftheimmediatefeedbackateachingmachinecanprovidevs.teacherteachingalargegroupofstudentsandneverbeingabletodoso,wasemphasisedbyPressey(1926)inthe1920sasamaincontributionofcomputerisedinstructiontotheeducation.Inaddition,enablingstudentstoadvancethroughcurriculaattheirownpace,permittingthemtoplayanactiveroleinlearn-ingvs.passivelistenerroleisshowntobehighlymotivatingforalearner(Pres-sey1926;Skinner1958).Thefeedback,beingacorrectionandleadingorprompt-ingaplayertoacorrectresponseorbeingapositivereinforcementtostrengthentheresponsesinthefuture,seemstobeakeytolearning(Mory2004;Skinner1958;AlbersandGreer1991;Greer2002).Theconsequence,acomponentofthethree-termcontingencyoralearnunitiswhatefectsthebehaviourinthefuture.Theappropriateandimmediateconsequencebaseduponstudentbehaviour,whenproperlydeliveredwillincreasethelikelihoodoffuturecorrectrespondingtothesameorsimilarstimuli.Therefore,theintactlearnunits(LUs),completeanteced-ent–behaviour–consequences,shouldbetheaimofallinstruction,computerassistedornot.Theinterlockingthree-term-contingencyhasbeenaprovenmeasureofateacher(i.e.machine)–studentinteractionuponwhichalllearningisbasedinGreerandMcDonough(1999),AlbersandGreer(1991)andGreer(2002).

Therearemanyexamplesofseriousgamesthathavebeenproventobeefcientinachievingtheirgoalswhileprovidingafun,engagingandinformal,game-likeenvironment.Game-basedlearningandeducationalseriousgamescombinegamingandlearning,andareproventobeefectivewayofcomputer-aidedlearning(John-sonandJonassen1988;Squire2003).AstudybyKebritchietal.(2010)showedthatmodernmathematicscomputergameshavepositiveefectsonmathematicsachieve-mentandclassmotivation.Inanotherexample,theRe-Missionseriousgameallowsyoungpeoplewithcancertolearnaboutitanditstreatment(Bealeetal.2007).Asystematicandextensivereviewofseriousgames,withanemphasisonthepositiveaspectsofgamingonlearningandskillenhancement,hasbeenpresentedinworkby

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Connollyetal.(2012).Intheirpaper,theyshowedthatplayingcomputer(serious)gamescanhavemultiplepositivecognitive,behaviouralandmotivationalefects.AnotherstudybyAnnettaetal.(2009)showedthatsuchgamescanenhanceengage-mentandmotivationinchildrenwithlearningdifcultiesorattentiondisorders.

Another,closelyrelated,subcategoryofseriousgamesarethosemainlyusedforhealthtreatment.Theseseriousgamesarenotusedonlyfortreatmentofdiseases,butalsoforphysical,mental,andsocialwell-beingtreatments.Theseincludeobe-sity(Scarleetal.2011;Navarroetal.2017),phobias(Botellaetal.2011;Kwonetal.2013),diabetes(Fuchslocheretal.2011;NautaandSpil2011),autism(Hourcadeetal.2012;deUrturietal.2011;HulusicandPistoljevic2012)andmanyothers.AcompleteliteraturesurveyonseriousgamesforhealthcanbefoundinworkbyWat-tanasoontornetal.(2013),thatalsoclassifesthembygamepurpose,functionality,stageofdiseaseandbyplayer’swellnessandanalyseseachgamebasedondiferentfunctionalities.SeriousgamesforASDtreatmentaremainlyaimedatteachingbasicdevelopmentalskills,includingcommunication,socialbehaviourandconversation,imaginativeskills,sensoryintegration,emotionalexpressions,etc.(Hourcadeetal.2012;deUrturietal.2011;HulusicandPistoljevic2012,2013,2016;PistoljevicandHulusic2017).AnextensiveoverviewofseriousgamesfortreatmentofASD,alongwithaclassifcationaccordingtotechnologyplatform,computergraphics(2Dvs.3D),gamingaspectandinteractiontype,ispresentedbyZakarietal.(2014).

Finally,SmeetsandBus(2012)examinedwhetheranimatede-books,wheremotionpictures,sounds,backgroundmusicandinteractivelabelsareusedinsteadofstaticimagesandtext,aidwordlearningandstorycomprehensionbycompar-ingoutcomesforkindergartenersacrossfourexperimentalgroups:statice-books,animatede-books,interactiveanimatede-books,andacontrolgroupthatjustplayednon-literacycomputergames.Theyfoundthatchildrenacquiredmostvocabularyafterreadinginteractiveanimatede-books,followedbynon-interactiveanimatede-booksandthenstatice-books.

Beforethee?book

Thisworkpresentsthelatestversionofthe“WolfeWolf”series.Therewereseveralpredecessorsoftheinteractivee-bookpresentedinthispaper.Thefrstincarnationofthestorywasinaformofatheatreplay,initiatedbyEDUS—EducationforAllorganisationanddirectedbyBelmaLizdeKurt.Thescreenplayandthechildren’sbookstorylinewaswrittenbyFekete–Sullivan(2015).Theplaywasthencreatedinco-operationwiththeAparatTheatreandSARTR(SarajevoWarTheatre),andhasbeenperformedseveraltimesbychildrenactorswithandwithoutdevelopmentaldisorders,Fig.1.

ThesecondappearanceoftheWolfewasinahardcopychildrenbookwithtactilestimulationsandinteractiveelements(Fig.2).Thebookwasdesignedtoprovidemulti-sensorystimulationfor3–12-year-oldchildrenwithandwithoutdisabilitiesandtorein-forcecomprehensivedevelopmentandschoolreadinessskills.Thebookwasbilingual,designedinBosnian–Croatian–Serbian(BHS)andEnglishlanguages,andeachpagehadoptionsfordiscoverylearningandtactilesensationsinordertodrawandkeepchildren’s

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Fig.\1\3Ascenefromthetheatreplay

Fig.\2\3Children’sinteractionwiththeprintedbook

attention.Foryoungerlearnersorchildrenwithdevelopmentaldisorders,eachpageprovidedlearningnotonlythroughauditorystimulationofsomeonereadingtothem,butthroughfullsensoryexplorationlearningpereachpageaswell.OlderlearnerswithASDortypicallydevelopingchildrenwereabletoreadthestorybutalsotolearnwordsinasecondlanguage,sinceoneachpagetextwasprintedinbothBHSandEnglishlan-guagesasdirecttranslations.TheseobjectiveswereallalignedwiththeBosnia–Herze-govina(BH)educationalcurriculum.Detailsaboutallexpertsinvolvedinthecreationofthebookcanbefoundonthelastpageofthee-bookandcreditspageofthee-book.

“TheWolfinLove”e?book

AccordingtotheUNICEF-BHMICSSurvey,only56%ofchildreninBosniaandHer-zegovina,ofagessincebirththrough5yearsold,haveatleast3children’sbooksinthehouse(UNICEF-BH2013).However,intheworldtoday,digitalmediadominatechil-dren’slivesthroughwatchingTV,playingvideogames,readingstoriesthroughe-read-ers,tablets,andsmartphones.IntheUSA,thepercentofchildrenwithaccesstosome

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typeofsmartmobiledeviceathome(e.g.smartphone,tablet)hasjumpedfrom52to75%from2011to2013(Hollowayetal.2013).Seventy-twopercentofchildrenages0–8useamobiledeviceforsometypeofmediaactivitysuchasplayinggames(63%ofthetime),watchingvideos,usingapps,orreadingbooks(only30%ofthetime)(Hol-lowayetal.2013).Inaddition,astudybyPalaiologou(2016)showsthatinEngland,Luxemburg,GreeceandMalta,about80–90%ofthe3–5year-oldsregularlywatchTVprogramsorplaygamesalone.Videogamesinparticularprovideanidealmultimediatoolthatpresentsconceptsinawaythatareengaging,informal,andfunforchildren(RieberandNoah2008).Therefore,apotentialbeneftofeducationalvideogamesisthevalueofgeneratingengagementandmotivationtolearnforastudent(Bourgon-jonetal.2010).Newmultimediaandinteractivefeaturesoftheanimatedelectronicstorybookswerefoundsuperiorwhenitcomestovocabularyacquisitioninkindergar-tenscomparedtostatice-bookversionofthesametextinNetherlands(SmeetsandBus2014).Also,eye-trackingstudieshavedemonstratedthatchildrenfxatelongerondetailsinillustrationsthatarehighlightedinthetext(VerhallenandBus2011).Glen-burgandLangston(1992)demonstratedthatcomprehensionisbetterwhenthetextisfollowedbyillustrationaspictureshelptobuildmentalmodels.

Consideringallthis,aninteractivee-book,basedonthehardcopychildrenbook“TheWolfinLove”hasbeendesignedanddeveloped(HulusicandPistoljevic2016).Mainaimsofthee-bookweretoattractattentionofalearner;toengagehim/herbyfeaturesadditionaltothetextbeingreadintwolanguages,e.g.audiofeedbackoninter-activegameobjects(namingtheobjectormakingarelatedsound),andbyprovidingamultilayeredquestionsaboutthesceneorstoryread.Someareselectionresponding,justpointingtothecolouroroneoftheobjectsnamedinthescene,whileothersareabstractandinferencequestionslikeinterpretingthefeelingsofacharacterinascene.Theoveralleducationalgoalsofthegameareteachingchildrentoidentifytargetobjects(i.e.learnthevocabularyinnativeandforeignlanguage),1:1correspondenceorlearn-ingtocountobjectsfrom1to10,toidentifynumbers1–5,identifycolours,andrespondtoinferencequestions,Table1.Allthesearedevelopmentallyappropriateeducationalgoalsforchildreninearlychildhooddevelopmentalstage.Thedifcultyofquestionsalsochangesacrossquestionsoneachpagetoaccommodatediferentlevelsoflearners(youngorachildwithadisabilityvs.oldertypicallydevelopingchild),Table2.

Inordertoefcientlybalancethegamefowandavoidfrustrationand/orboredom,auserisallowedtoskiptothenextpagewithoutbeingforcedtoanswerthehigher-levelquestions.Inaddition,theorderofpredefnedanswersisrandomisedandmultipletar-getstimulifor“pointto”typeofquestionsareprovided.Thecartoon-like,low-fdelitygraphicsinthee-bookisusedbothbecausewewantedtopreservethesameauthoredgraphicsusedintheprintedbook,andsincechildrenareusedtothisgraphicsstylefromvariouschildrenbooksandcartoons.

Severalstudiesshowedthatwhendesigninganeducationalseriousgamelearningopportunitiesneedtobeintegratedwiththestorycontent,anarrativeneedstobebuilttosupportlearninggoalsandencourageplayerstodevelopemotionalconnectionwiththecharacters,sothattheywillbemotivatedforlearning(Kapp2012;Whyteetal.2015;Catalanoetal.2014).Indevelopingthise-book,closeattentionwaspaidtotheseguidelines.Weworkedwiththechildrenstorywritertocreatethemaincharacter,awolfwhofallsinloveandbecomesaboy,whilelearninggoalsofrecognisingcolours,

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Table\1\3Theeducationalgoalsweretoteachchildrentoidentifytargetobjects(i.e.learnthevocabu-lary),1:1correspondenceorlearningtocountobjectsfrom1to10,toidentifynumbers1–5,identifycolours,andrespondtoinferencequestions

Question

Educationalgoal

1

Selection-basedquestionalwayswithvariedantecedents(i.e.“pointto”,

“fnd”,“whereis”,“touch”)

2

1:1correspondencequestion,teachingchildrentocountobjects

3

Productionresponding,aninferencequestion,wherethechildreadsa

shorttextandmakesconclusionsbasedonthecomprehensionofthe

story

Table\2\3Questiondifcultylevelsshownperquestionandperpage,e.g.difcultylevelsofthethreequestionsonthefrstpagewere1,2and3,whileonthethirdpage,theywere1,3and3

Page

1

2

3

4

5

6

7

8

9

10

11

12

Levels

123

123

133

123

133

123

123

123

123

123

133

123

numbers,letters,counting,vocabularybuilding,etc.wereembeddedwithinthestory.Throughoutthestory,narratedbychildrenintwolanguages,playerscantogglethelan-guageofnarrationandgamequestions,andchoosewhethertohearanarratorortorelyonlyonthetext,andwhethertostartthegameportiononthepageortoonlyexploreembeddedinteractivefunctionswithinthestory.

E?bookdevelopment

Thee-bookwasdevelopedusingseveralwebtechnologies:HTML5,CSS3,JavaS-cript,jQueryandAJAX.Thesetechnologiesallowforeasy-to-use,real-timeinterac-tionthroughtheweb-basedfrontend.

Thereare13scenesinthebook,namedscene1.htmlthroughscene13.html,Fig.3.Bydefault,whenthee-bookisstarted,scene1.htmlisloaded.Allscenesaredisplayedthroughasinglefle,index.html.ThisisachievedthroughanavigationcontrollerthatloadsarequestedscenebyswitchingthecurrenthtmlcontentwiththecontentofthecorrespondingscenethroughAJAX,Fig.4.Atthesametime,JavaScriptmethodloadScene—resetstheglobalvariableswas_corrected—usedtoindicatethecorrection;andquestions_active—indicatingifthequestionsweretrig-gered.Atthispoint,theeventlistenerstakeoverandwaitfortheusertointeractwiththegame.

Allhtmlfleshaveeventlistenerswhichareresponsibleforthepageinteraction.index.htmlcontrolsthelogicforthequestionsandanswers,thelanguageselectionandforscenetraversal,Fig.4.Individualsceneflesareresponsiblefortheeventsateachparticularscene,e.g.playingthesounds,hidingandshowingtheelements,selectingthequestions,andinitiatingthecorrections.EachscenehasaLessele-mentpreprocessorwhichdefnesvisualappearance,sizes,positionsandefectsforthatpage.Ontopofthat,thereisanall.lessflewhichdefnesthegeneralpage

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Fig.\3\3Threescenesfromthee-book:scene2(left),scene6(middle)andscene10(right)

index.html

all.less

all.css

launchIntoFullscreen()

translate()

loadScene()

lang.js

detectOrientation()

systemsounds

setSceneSize()

mainsceneelement

answerSuccess()

placeholders

answerFailure()

refreshScore()

listeners

refreshFinalScore()

navigationcontroller

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languagebutton

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questionsplaceholder

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listeners

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Fig.\4\3Aschematicviewofthegamestructure

appearanceincludingthelanguageandquestionbar(Fig.5),responsiveness,cor-rectionandanimations.Everythingintheapplicationthatcanbetranslatedhasitskeyinthelang.jsfle.Byclickingonthelanguageselectionbutton,themethodtranslate()iscalled.Themethodtranslatesallthesystemandlocalstringsthataredefnedforthecorrespondingscene.Thelanguagecanbeselectedattheopeningscene,andalsotoggledthroughoutthegame.Thisisanimportantfeaturethatfos-terslearningaforeignlanguage.

Eachscenecontainsthreequestions,ofwhichsomehavethreeprovidedanswers.Foreachsuchquestion,onlyoneofthem,withinitshtmlelementoftheclassanswer,ha