Analyzing Preschoolers Requirements to the Integration of Game Based Learning in Tanzania

Abstract

The Tanzanian preschoolers’ experiences and skills of what they find pleasant and how they acquire knowledge in schools is a valuable source of inspiration for the blueprint of the language learning contents intended for them. In this paper, the researcher analyzes the preschoolers requirements that were gathered based on the available design of Tanzania Alphabetical Sound Quiz (TALSQ) prototype and the three approaches used in requirement gathering.  Active involvement of the Tanzanian preschoolers on the use of the game based alphabetical sound quiz prototype is also explored. From the requirements gathering, the inputs of the preschoolers’ capitulated constructive outcomes based on the graphical user interface and the contents of the English alphabetical sound articulation language learning settings under development. Further, issues related to the design association with preschoolers, particularly the preschoolers’ feelings of possession over the ultimate result have also been addressed. The results further revealed preschoolers enthusiasm to use the gamified sound quiz prototype in learning and that attitudes to gamification are not homogenous and depict particular relation to preschool educational setting. The features of digital inhabitants don’t apply to all preschoolers, which should be reflected in the subjects that employ the use of computers in preschools.

Keywords: Preschoolers, Requirements, Sound articulation; User Interface, TALSQ prototype