Video Game Research - IELTS Reading Answers & Explanations
From IELTS Practice Test Plus 3 Academic Reading Test 4 · Part 3 · Questions 27–40
Reading Passage
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
Video game research
Although video games were first developed for adults, they are no longer exclusively reserved for the grown ups in the home. In 2006, Rideout and Hamel reported that as many as 29 percent of preschool children (children between two and six years old) in the United States had played console video games, and 18 percent had played hand-held ones. Given young children's insatiable eagerness to learn, coupled with the fact that they are clearly surrounded by these media, we predict that preschoolers will both continue and increasingly begin to adopt video games for personal enjoyment. Although the majority of gaming equipment is still designed for a much older target audience, once a game system enters the household it is potentially available for all family members, including the youngest. Portable systems have done a particularly good job of penetrating the younger market.
Research in the video game market is typically done at two stages: some time close to the end of the product cycle, in order to get feedback from consumers, so that a marketing strategy can be developed; and at the very end of the product cycle to 'fix bugs' in the game. While both of those types of research are important, and may be appropriate for dealing with adult consumers, neither of them aids in designing better games, especially when it comes to designing for an audience that may have particular needs, such as preschoolers or senior citizens. Instead, exploratory and formative research has to be undertaken in order to truly understand those audiences, their abilities, their perspective, and their needs. In the spring of 2007, our preschool-game production team at Nickelodeon had a hunch that the Nintendo DS* – with its new features, such as the microphone, small size and portability, and its relatively low price point – was a ripe gaming platform for preschoolers. There were a few games on the market at the time which had characters that appealed to the younger set, but our game producers did not think that the game mechanics or design were appropriate for preschoolers. What exactly preschoolers could do with the system, however, was a bit of a mystery. So we set about doing a study to answer the query: What could we expect preschoolers to be capable of in the context of hand-held game play, and how might the child development literature inform us as we proceeded with the creation of a new outlet for this age group?
Our context in this case was the United States, although the games that resulted were also released in other regions, due to the broad international reach of the characters. In order to design the best possible DS product for a preschool audience we were fully committed to the ideals of a 'user-centered approach', which assumes that users will be at least considered, but ideally consulted during the development process. After all, when it comes to introducing a new interactive product to the child market, and particularly such a young age group within it, we believe it is crucial to assess the range of physical and cognitive abilities associated with their specific developmental stage.
Revelle and Medoff (2002) review some of the basic reasons why home entertainment systems, computers, and other electronic gaming devices, are often difficult for preschoolers to use. In addition to their still developing motor skills (which make manipulating a controller with small buttons difficult), many of the major stumbling blocks are cognitive. Though preschoolers are learning to think symbolically, and understand that pictures can stand for real-life objects, the vast majority are still unable to read and write. Thus, using text-based menu selections is not viable. Mapping is yet another obstacle since preschoolers may be unable to understand that there is a direct link between how the controller is used and the activities that appear before them on screen. Though this aspect is changing, in traditional mapping systems real life movements do not usually translate into game-based activity.
Over the course of our study, we gained many insights into how preschoolers interact with various platforms, including the DS. For instance, all instructions for preschoolers need to be in voiceover, and include visual representations, and this has been one of the most difficult areas for us to negotiate with respect to game design on the DS. Because the game cartridges have very limited memory capacity, particularly in comparison to console or computer games, the ability to capture large amounts of voiceover data via sound files or visual representations of instructions becomes limited. Text instructions take up minimal memory, so they are preferable from a technological perspective. Figuring out ways to maximise sound and graphics files, while retaining the clear visual and verbal cues that we know are critical for our youngest players, is a constant give and take. Another of our findings indicated that preschoolers may use either a stylus, or their fingers, or both although they are not very accurate with either. One of the very interesting aspects of the DS is that the interface, which is designed to respond to stylus interactions, can also effectively be used with the tip of the finger. This is particularly noteworthy in the context of preschoolers for two reasons. Firstly, as they have trouble with fine motor skills and their hand-eye coordination is still in development, they are less exact with their stylus movements; and secondly, their fingers are so small that they mimic the stylus very effectively, and therefore by using their fingers they can often be more accurate in their game interactions.
* a brand of hand-held electronic games
Questions
Questions 27–31 Yes / No / Not Given
Do the following statements agree with the claims of the writer in Reading Passage 3?
Write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
Questions 32–36 Summary Completion
Complete the summary using the list of words/phrases, A-I, below.
A actions B buttons C cognitive skills
D concentration E fingers F pictures
G sounds H spoken instructions I written menus
Problems for preschool users of video games
Preschool children find many electronic games difficult, because neither their motor skills nor their 32 are sufficiently developed.
Certain types of control are hard for these children to manipulate: for example, 33 can be more effective than styluses. Also, although they already have the ability to relate 34 to real-world objects, preschool children are largely unable to understand the connection between their own 35 and the movements they can see on the screen. Finally, very few preschool children can understand 36 .
Questions 37–40 Multiple Choice (One Answer)
Choose the correct letter, A, B, C or D.
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q27 | NOT GIVEN | In 2006, Rideout and Hamel reported that as many as 29 percent of preschool children (children between two and six years old) in the United States had played console video games, and 18 percent had played hand-held ones | Excerpt/Passage Explanation: The passage provides data about how many young children in the United States play video games, but it does not give any numbers for children living in other countries. Answer Explanation: The answer NOT GIVEN means that the passage does not provide enough information to know if more preschool children in the US play video games than children in other countries. Reason For Correctness: The correct answer is NOT GIVEN because the passage only gives specific numbers for video game use in the United States. While it mentions that 29 percent of US preschoolers play console games, it never provides statistics for children in other parts of the world. Because the text does not compare the United States to other countries, we cannot decide if the usage is higher, lower, or the same. Therefore, the writer does not make a claim about this comparison. |
| Q28 | YES | Given young children's insatiable eagerness to learn, coupled with the fact that they are clearly surrounded by these media, we predict that preschoolers will both continue and increasingly begin to adopt video games for personal enjoyment | Excerpt/Passage Explanation: The passage says that because young children really want to learn and are always around technology, the authors expect more of them to start playing video games for fun. Answer Explanation: The answer YES means that the writer believes the number of young children who play video games will go up. Reason For Correctness: The correct answer is YES because the text includes a specific prediction about future trends. The author explains that children have a strong desire to learn and are constantly around digital media. Because of this, the author expects that preschoolers will start using video games more and more often for fun. The word 'increasingly' in the passage confirms that the author believes the percentage of kids playing these games will rise. |
| Q29 | NOT GIVEN | once a game system enters the household it is potentially available for all family members, including the youngest | Excerpt/Passage Explanation: The passage explains that when a game system is brought into a home, it is possible for everyone in the family to use it, including small children. However, saying something is 'potentially available' is not the same as saying that parents usually let their children use it. Answer Explanation: The answer "NOT GIVEN" means that the article does not provide enough information to know if most parents in the United States give their children permission to use video games. Reason For Correctness: The correct answer is NOT GIVEN because, while the passage mentions that some young children play video games and that the games are 'potentially available' to everyone at home, it does not say that parents usually or 'generally' allow this. The text gives numbers (29 percent and 18 percent) showing that many children do play, but these numbers do not represent a majority or a 'general' rule, nor does the text discuss the parents' attitude or specific permission policies. |
| Q30 | NO | Research in the video game market is typically done at two stages: some time close to the end of the product cycle, in order to get feedback from consumers, so that a marketing strategy can be developed; and at the very end of the product cycle to 'fix bugs' in the game. While both of those types of research are important, and may be appropriate for dealing with adult consumers, neither of them aids in designing better games | Excerpt/Passage Explanation: The passage explains that most research is done to help sell the game or find mistakes, but it clearly says that these common types of research do not help people create better game designs. Answer Explanation: The answer is NO because the text says that the research usually done by companies does not help make the game design better. Reason For Correctness: The correct answer is NO because the passage explains that research which is 'typically' (usually) done focuses on two things: making a plan to sell the game (marketing) and fixing technical errors ('fix bugs'). The writer explicitly says that 'neither' of these types of research 'aids' (helps) in making the computer game's design better. This directly disagrees with the statement that the research is done to improve the design. |
| Q31 | YES | While both of those types of research are important, and may be appropriate for dealing with adult consumers, neither of them aids in designing better games, especially when it comes to designing for an audience that may have particular needs, such as preschoolers or senior citizens. Instead, exploratory and formative research has to be undertaken in order to truly understand those audiences, their abilities, their perspective, and their needs | Excerpt/Passage Explanation: The passage says that standard research does not help make better games for young kids or the elderly. To make games for these people, creators must perform special studies to learn about what these players can do and what they want. Answer Explanation: The answer means that we need to do special types of studies to understand how to make good video games for both very young children and elderly people. Reason For Correctness: The correct answer is YES because the text explains that the usual ways of testing games (like fixing bugs or getting quick feedback from adults) are not enough for groups with special requirements. The writer mentions 'preschoolers' (young) and 'senior citizens' (old) as groups that need 'exploratory and formative research.' This kind of research is specifically targeted to help creators understand the unique skills and views of those specific age groups. |
| Q32 | C | In addition to their still developing motor skills (which make manipulating a controller with small buttons difficult), many of the major stumbling blocks are cognitive | Excerpt/Passage Explanation: The passage explains that besides the physical skills that are still growing, many of the main problems preschoolers face while playing games are related to their thinking and understanding. Answer Explanation: The answer C means thinking skills, which are the mental tools children use to understand the world and solve problems. Reason For Correctness: The correct answer is C because the text describes two main categories of reasons why young children struggle with video games. First, it mentions their 'motor skills' (the ability to move their muscles). Second, it states that many other difficulties are 'cognitive,' meaning they relate to how the child's brain processes information. In the summary, 'cognitive skills' is the best match for the mental obstacles mentioned in the passage. |
| Q33 | E | and secondly, their fingers are so small that they mimic the stylus very effectively, and therefore by using their fingers they can often be more accurate in their game interactions | Excerpt/Passage Explanation: The passage explains that because children's fingers are so tiny, they can touch the screen just as well as the plastic stylus, which actually helps them play the game with more precision and better results. Answer Explanation: The answer E refers to 'fingers'. Reason For Correctness: The correct answer is E because the passage mentions that while children can use both styluses (the plastic pens) and their fingers, they are often more successful when using their fingers. Because young children are still developing their hand control, the stylus can be difficult to use precisely. However, since their fingers are very small, they work very well on the touch screen. In the text, the phrase 'more accurate' and the word 'effectively' support the summary's claim that fingers can be 'more effective' than styluses. |
| Q34 | F | Though preschoolers are learning to think symbolically, and understand that pictures can stand for real-life objects, the vast majority are still unable to read and write | Excerpt/Passage Explanation: The passage explains that even though young children cannot read or write yet, they are learning how to understand that an image can mean the same thing as a real-world object. Answer Explanation: The answer is 'pictures'. This refers to drawings or images that show what real things look like. Reason For Correctness: The correct answer is 'pictures' because the text states that young children are starting to think using symbols. One way they do this is by understanding that an image on a screen or paper can represent an actual thing in the world. The passage uses the phrase 'stand for' as a synonym for 'relate to' or represent. |
| Q35 | A | Mapping is yet another obstacle since preschoolers may be unable to understand that there is a direct link between how the controller is used and the activities that appear before them on screen | Excerpt/Passage Explanation: The passage explains that young children have trouble understanding that there is a clear connection between what they do with the game controller and the things that happen in the game. Answer Explanation: The answer means the physical things that children do with their hands or the game controller while playing. Reason For Correctness: The correct answer is 'actions' because the text explains that 'mapping' is a problem for young children. Mapping is the connection between what a player does (their actions) and what happens in the game. The passage mentions that children may not understand the 'direct link' between how they use the 'controller' and the 'activities' on the screen. In this context, using the controller is the child's 'actions' (Option A). Later, the text also uses the synonym 'movements' to describe these same actions. |
| Q36 | I | Though preschoolers are learning to think symbolically, and understand that pictures can stand for real-life objects, the vast majority are still unable to read and write. Thus, using text-based menu selections is not viable | Excerpt/Passage Explanation: The passage explains that while young children understand that a picture can represent a real object, most of them have not yet learned how to read. Because they cannot read, using menus that rely on written text does not work for this age group. Answer Explanation: The answer is 'written menus', which refers to lists of choices on a game screen that are made of words rather than pictures. Reason For Correctness: The correct answer is 'written menus' because the passage explicitly states that most preschool-aged children cannot yet read or write. Due to this lack of literacy, they are unable to use 'text-based menu selections', which is a synonym for written menus. This makes written menus an obstacle or something they cannot understand when trying to play video games. |
| Q37 | B | In the spring of 2007, our preschool-game production team at Nickelodeon had a hunch that the Nintendo DS* – with its new features, such as the microphone, small size and portability, and its relatively low price point – was a ripe gaming platform for preschoolers | Excerpt/Passage Explanation: The passage says that in the early part of 2007, the Nickelodeon team felt that the Nintendo DS was a very good machine for young children to use because it was easy to carry, had a low price, and included helpful tools like a microphone. Answer Explanation: The answer means that in 2007, the people who design games at Nickelodeon believed they found a specific gaming machine that would be a good fit for children between ages two and six. Reason For Correctness: The correct answer is B because the passage explains that in 2007, the team at Nickelodeon had a 'hunch' (an idea or feeling) that the Nintendo DS was a 'ripe' (suitable or ready) gaming platform for young children. In this context, a 'platform' is the same as a 'hardware product.' They believed this machine was a good choice because of its specific features, such as its small size and its microphone. |
| Q38 | C | So we set about doing a study to answer the query: What could we expect preschoolers to be capable of in the context of hand-held game play, and how might the child development literature inform us as we proceeded with the creation of a new outlet for this age group | Excerpt/Passage Explanation: The passage shows that the researchers started a study to find out what young children (preschoolers) were able to do ('capable of') and what books about how children grow ('child development literature') could teach them about creating games for this specific group. Answer Explanation: The answer means that the research was done to learn about the special skills and habits of the young children who would play the games. Reason For Correctness: The correct answer is C because the researchers at Nickelodeon wanted to understand what very young children (preschoolers) were able to do and what they needed. They used a 'user-centered approach' to look at the 'physical and cognitive abilities' of these children to make sure the game system worked for them. This means they studied the unique traits or 'characteristics' of this specific 'target market.' |
| Q39 | A | Because the game cartridges have very limited memory capacity, particularly in comparison to console or computer games, the ability to capture large amounts of voiceover data via sound files or visual representations of instructions becomes limited | Excerpt/Passage Explanation: The passage explains that the storage space on a small game card is very small, which makes it hard to fit the large amount of computer data required for spoken instructions and pictures. Answer Explanation: The answer means that using recorded voices to tell children how to play a game uses a large amount of the technical storage space on the game card. Reason For Correctness: The correct answer is A because the text describes a conflict between the needs of the children and the limits of the technology. Since young children cannot read, instructions must be provided through 'voiceover' (recorded speech). However, according to the passage, the game cards ('cartridges') have 'limited memory capacity'. While words on a screen take up very little space, 'sound files' are much larger, making it difficult to include all the spoken instructions needed for this age group. |
| Q40 | B | So we set about doing a study to answer the query: What could we expect preschoolers to be capable of in the context of hand-held game play, and how might the child development literature inform us as we proceeded with the creation of a new outlet for this age group | Excerpt/Passage Explanation: The passage states that the researchers did a test (study) to learn what young children are able to do when playing games. They wanted to use this information to help them as they began to make (creation) a new game system for this specific group of children. Answer Explanation: The answer means that the article's main topic is how experts study young children to learn how to make video games that are easy and fun for them to play. Reason For Correctness: The correct answer is B because the passage focuses on two main things: gathering information about young children (research) and using that information to build games (designing) specifically for them. The text explains that many games are made for adults, so researchers did a "study" to see what three- to six-year-olds (preschoolers) could actually do. It then discusses specific ways to "design" games for them, such as using voice instructions instead of text because preschoolers cannot read yet, and using finger-touch controls because they struggle with small tools. Choice B covers both the learning process and the building process mentioned throughout the text. |