Pace set by the player.
As the player types in the correct answer to the first problem,
his car or horse takes off and the next problem appears.
Then the game proceeds only as fast as the player is able
to provide the answers-the program waits for the player.
Early rewards.
Because the initial competitors are designed to be very
slow, the student usually wins his first races. These rewards
motivate the student to continue.
Achievable progress.
One by one the slow opponents are replaced by the player's
own previous best races. After five races, the player is
racing only against himself, specifically, replays of his previous best
five races. The competition increases but is never greater
than the player's own best performances. Self-competition
creates a comfort level that encourages the student
to keep playing and improving his performance.
Focused practice and monitored progress.
The teacher can have a student work on a specific skill
level by choosing a very focused, skill-specific topic.
Then the teacher can track the student's progress day
by day.
Constant positive reinforcement.
The Quarter Mile is filled with rewards-no penalties
or other discouraging features. The cars or horses never
slow down because of a wrong answer. The player is never
told he "lost" a race. He can only win, come in
second, third, etc., and he is praised or encouraged for
his efforts.
Confidence and self-esteem built through achievement.
As mentioned above, the program registers even the smallest
improvement which would be imperceptible if the student
was using any other media. The player will come in first
if he can beat his previous fastest race, even by the smallest
time increment. These successes continue to build the confidence
and self-esteem that is so important to his progress and
healthy development.
Active learning.
As the player works to win his next race and improve his
scores, he is learning his math facts through concentrated
drill, and he is enjoying the process.
Shared activity—individual pace and progress.
Inasmuch as each student plays independently, players of
all skill levels can enjoy the Quarter Mile side
by side without feeling intimidated or influenced by each
other.
Attention span and endurance.
Students can use it as long as they want. However, most
races are short, usually less than one minute. So, the student
can stop at any time and resume his work in a topic later,
picking up right where he left off.
Stimulation control.
Sound effects which enhance the activity for some can be
too stimulating for others. These can be reduced or turned
off.
Long term gains.
The continuous drill provided by the Quarter Mile
necessarily improves the player's retention of math facts.
Thus, he is able to apply these improved skills and realize
his maximum potential.
* Network and Internet-Portal versions only.
