Computer Games For Preschoolers Nintendo's Research And Design Process IELTS Reading Answers with Explanation

Luyện tập đề IELTS Reading Practice với passage Computer Games For Preschoolers Nintendo's Research And Design Process được lấy từ cuốn sách IELTS Actual Test 4 - Test 6 - Passage 1 với trải nghiệm thi IELTS trên máy và giải thích đáp án chi tiết bằng Linearthinking, kèm list từ vựng IELTS cần học trong bài đọc.
Computer Games For Preschoolers Nintendo's Research And Design Process IELTS Reading Answers with Explanation

📖 Bài đọc (reading passage)

Computer games for Preschoolers Nintendo’s Research and Design Process
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 expectation of preschooler’s parents concerning the handheld systems as well as the purchase and play contexts within which game play occurs. The team of 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 subject is 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 play 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 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. 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 the machine. This gave the researchers information about current level 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, Nintendogs, and Tony Hawk’s Proving Ground. The interview observed the child play, noting preferences for game mechanic and motor interactions with 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 specializing 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 parent’s feedback on whether they thought the game is appropriate, engaging, and worth the purchase.

❓ Câu hỏi (questions)

Question 1 - 5
Complete the sentences below.
Choose ONE WORD ONLY from the passage for each answer.
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
Length of Interview:
1-2 hours
Question 6 - 9
Do the following statements agree with the information given in the Reading Passage?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if it is impossible to say what the writer thinks about this
6
One area of research is how far mothers and fathers controlled children’s playing after school.
7
The researchers are allowed a free access to the subjects' houses.
8
The researchers regarded The Little Mermaid: Ariel’s Undersea Adventure as likely appeal to preschoolers.
9
The Little Mermaid: Ariel’s Undersea Adventure is operated entirely by hand controls.
Question 10 - 13
Complete the flow-chart below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Complete the flow-chart below.
STEP 01
Using the results of the study
STEP 02
Presentation of design requirements to a specialist
10

STEP 03
Testing the mechanics of two new games in the Nintendo lab (assess 
11
 and interest)
STEP 04
12
 of the games trailed between twelve children
STEP 05
Collection of 
13
 from parents

🔥 Answer key (đáp án và giải thích)

1
abilities
Rút gọn

Giải thích chi tiết



Ở câu đầu tiên đoạn 2 có nói 'we finally agreed on three key goals for our project' -> Ứng với 3 mục trong phần Main objectives đề cho -> Xác định được thông tin





Áp dụng Linearthinking để nắm main idea:

Hiểu câu hỏi: Determine the relevant ____ in the context

=> Đáp án là một danh từ (theo sau tính từ 'relevant')

Xem full giải thích
2
parents
Mở rộng

Giải thích chi tiết



Vì câu này rơi vào mục thứ 3 trong phần Main objectives -> Từ 'third' giúp ta dễ dàng xác định được thông tin





Áp dụng Linearthinking để nắm main idea:

Hiểu câu hỏi: Investigate attitudes of ______ towards games

=> Đáp án cần điền là một danh từ - cụ thể là người/ tổ chức (vì đứng sau attitudes -> thái độ thì phải của một người/ tổ chức nào đó)

Xem full giải thích
3
markets
Mở rộng

Giải thích chi tiết



Vì câu này thuộc về phần 'Subjects' (đối tượng nghiên cứu) và cũng là gạch đầu dòng đầu tiên -> Khi thấy 'we start by conducting...'

=> Biết cần đọc từ đó





Áp dụng Linearthinking để nắm main idea:

Hiểu câu hỏi: Subjects - children from different US _____

Xem full giải thích
4
siblings/peers
Mở rộng

Giải thích chi tiết



Ở câu đầu tiên đoạn 3 đề cập tới tuổi (mục thứ 2) -> Ta khoanh vùng được thông tin cần đọc của mục thứ 3 là ở phía sau





Áp dụng Linearthinking để nắm main idea:

Hiểu câu hỏi: Some children have older _____

=> Đáp án là một danh từ - cái gì/ ai đó cũ hơn/ lớn hơn

Xem full giải thích
5
experienced
Mở rộng

Giải thích chi tiết



Áp dụng Linearthinking để nắm main idea:

Hiểu câu hỏi: Equal number of new and ____ players

=> Đáp án là một tính từ (vì đứng giữa từ 'and' thì phải cùng loại từ với 'new') - mô tả người chơi

Phân tích info:

 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.

Xem full giải thích
6
Not Given
Mở rộng

Giải thích chi tiết



Hiểu câu hỏi: One area of research is how far mothers and fathers controlled children’s playing after school

=> Câu hỏi đề cập tới các vấn đề được nghiên cứu

=> Từ đó khoanh vùng được thông tin nhờ vào câu 'Three kinds of information were collected after each interview'

=> Đúng thật ta có thấy nhắc về 'levels of parental moderation' (=mức độ kiểm soát của bố mẹ)

=> Tuy nhiên, không hề thấy nói kiểm soát cụ thể 'children’s playing after school'

Xem full giải thích
7
Not Given
Mở rộng

Giải thích chi tiết



thông tin của câu trước nằm ở đoạn 3 -> ta sẽ tiếp tục đọc hết đoạn 3



Hiểu câu hỏi: The researchers are allowed a free access to the subjects' houses

=> Tuy nhiên đọc hết đoạn 3 cũng không hề thấy thông tin về việc researchers có được tự do ra vào nhà của subjects hay không

=> Chọn NOT GIVEN

Xem full giải thích
8
True
Mở rộng

Giải thích chi tiết



Dựa vào tên riêng của trò chơi The Little Mermaid: Ariel’s Undersea Adventure, ta dễ dàng locate được info





Vì thông tin phân mảnh ở 3 câu, ta đọc connection với Linearthinking để nắm main idea:

 1 The researchers asked all of the preschoolers to play with a specific game , The Little Mermaid: Ariel’s Undersea Adventure.

 2 The game was chosen for two major reasons.

Xem full giải thích
9
False
Mở rộng

Giải thích chi tiết



Áp dụng Linearthinking để nắm main idea:

 Second, it incorporated a large variety of mechanics , including using the microphone for blowing or singing.

=> Trò chơi này được tích hợp nhiều cơ chế - bao gồm việc dùng microphone để thổi hoặc hát

=> Không chỉ thao tác entirely with hand control

=> Chọn FALSE



Xem full giải thích
10
firm
Mở rộng

Giải thích chi tiết



Bài này tương đối dễ vì mạch câu hỏi giống hệt mạch bài đọc, ta sẽ dễ dàng tìm thấy thông tin cho bài này ở 2 đoạn cuối cùng

=> Step đầu tiên của flow-chart là: Using the results of the study -> Từ đó tìm được các từ 'findings' + 'outcome'





Áp dụng Linearthinking để nắm main idea:

Hiểu câu hỏi: Presentation of design requirements to a specialist ____

Xem full giải thích
11
simplicity
Mở rộng

Giải thích chi tiết



Dựa vào cụm 'two new games' ta dễ dàng tìm được 'two DS games'



Áp dụng Linearthinking để nắm main idea:

 1 two DS games went into the development process

 2 Whenever we developed new game mechanics , we brought preschoolers into our lab to test the mechanics and to evaluate both their simplicity, and whether they were engaging.

>>> Ở câu này các bạn chỉ cần hiểu từ 'evaluate' và 'engaging' là sẽ dễ dàng rút ra được đáp án

Xem full giải thích
12
full version
Mở rộng

Giải thích chi tiết



Với 'a dozen' = 12 => between twelve children = with a dozen preschoolers

Từ đó so sánh câu hỏi và bài đọc:

Câu hỏi: A ____ of the games trailed between twelve children

Bài đọc: Once a full version of the DS game was ready , we went back into the field test with a dozen preschoolers

=> Full version of the game sẽ được thử nghiệm với 12 đứa trẻ

Xem full giải thích
13
feedback
Mở rộng

Giải thích chi tiết



Với 'collection' là danh từ của 'collect'

=> Dễ dàng suy ra đáp án là: feedback



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