Rating: (1-5)

• Relevance to objectives:(5) I thought the program was very relevant to the objectives of providing students practice in math, reading, grammar, science, geography, music, and logical deduction. The students could journey into the different rooms of the kitchen with the robot feeding machine where students learn about measurement, the shrinking machine room where students identify specimens, the biosphere where students have to maneuver a spaceship to travel in a maze and then journey to the five different environments of a desert, a rainforest, a mountain, an ocean, and a rainforest, the basement with the generator where students utilize math logic, the shrinkomatic where specimins are identified and molecules are discussed, and the Professor's observatory where students learn about astrology, black holes, and utilize an alien decoding machine in which grammar is dissected.

Provides practice of relevant skills:(5) The student will receive practice in math, reading, grammar, earth and life science, geography, and music. The practice is not just calculating the correct answer but also utilizing hand eye coordination and logical deduction. I really enjoyed the math practice in the generator room in which students practice fact families in order to combine numerical combination in order to deduce the correct answer. In the shrinkomatic room I thought the specimen identification of different reptiles and amphibians was very interesting and I learned a few facts at that site about the jellyfish. I also thought the alien decoding transmitter in which the student had to decode sentences with the correct order of the subject and verb was very helpful. After that task was completed the student had to utilize the meaning of the sentences in order to decipher Polly's clue to earn another piece of the puzzle to recover some robots. The student not only has to accomplish the task in the particular room but they also have to use the answer in the next task in order to earn a clue.
Likely to arouse/maintain interest: (5) I thought the software adventure was an interesting educational piece with graphics that were a mixture of the Jetsons and the Flintstones. Right from the beginning of the software in which a school is presented with a backdrop of space age music with radio waves coming across the screen it will captivate the student. The student has to utilize musical listening skills in order to correctly reproduce the tones in order to open the door and enter the school. Throughout the program Polly descends from a television screen and gives directions while Botley also provides guidance. That interaction with the students will keep their attention and will aid in keeping them on task. The software gives students options as to what rooms they can enter at any time which allows them to explore the castle. The student can click on the dinosaur and it will appear on the screen and sceam while the potted plants look like they are from the Addam's Family and will open their mouths. I thought it was neat that the robot entered quick stand and was plucked out of it and the student had to complete the task all over again.
Likely to be comprehended clearly:(4) In this area I just had a few concerns. I wasn't sure whether when Botley tells a third-grader to go to the generator that they will make the connection to take the stairs and go down cellar. I didn't at first and found it a little annoying when you didn't know what to do and Botley would state that he could go back to school and find someone who wanted to play the game. I had a little difficulty maneuvering the spaceship but a third-grader would probably be more used to maneuvering the arrow keys than myself. I also wasn't sure once I maneuvered the spaceship and went through all of the hoops they required and entered the biosphere where the clue was that I needed to recover. I could maneuver and explore around the different spheres but wasn't quite sure where the clue was located. I also had a little concern about some of the vocabulary of the different machines. I wasn't sure if the students would know the different machines. There was a slight hint of a quick flashing arrow but I didn't pick up on that right away. There is a help button on Botley control panel but if you didn't know what a machine was, it didn't allow you to ask the robot about it or the meaning of some words.
Technical quality (durable, attractive): (5) I thought the software was very durable and attractive. I could make mistakes as to which room I needed to enter and then press the escape key which would take me back to the hallway so I could make the correct choice. I enjoyed the color graphics, different sounds, and animation. I thought the game was very enticing and it was difficult to stop playing.
Game: Winning dependent on player actions (rather than chance): (5)  The game was dependent on the student chosing the correct answer and would not allow the student to progress until that occurred. The correct answer didn't just appear it needed to be figured out by the student. The element of chance occurred in one of the games that looked like the game dx ball in which the student had to utilize a paddle and hit astroids. Chance was also a factor in the game in which the students shoot astroids.
Simulation: Validity of game model (realistic, accurate depiction):(5) I thought the software was very accurate with its space age portrayal of an adventure in a scientist's castle. I don't think anything could have been improved upon because it really kept your attention and you were anxious to continue to the next step and complete another piece of the puzzle. 
Evidence of effectiveness (e.g. field-test results): (5) The game was recommended and has received awards by the magazines 'Family PC' and 'PC World'.
Clear directions for play: (4) I thought the directions were pretty clear but I just had a few concerns about some of the vocabulary which I had stated in the previous section. I also wasn't sure what to do after I entered the biosphere in order to earn the clue hiding in one of those environments. I thought Polly on her television screen was very helpful along with Botley's directions. I thought they both explained the objectives to be accomplished in each area of the castle very well. I thought from the first moment the school was depicted on the screen there was adequate and helpful directions that a third-grader could maneuver around the screen.
Effectiveness of debriefing: (5) I thought the student could stop at any moment and the computer will keep your place and score so when you restart the game it starts where you had stopped. I liked that feature so I could continue the mystery and not have to repeat all of the steps that I had previously completed.