Program: Trace Effects Logic Model

Situation: Train non-English speaking teenagers English skills and American culture via a video game worldwide.

Inputs Outputs Outcomes -- Impact

Activities Participation Short Medium Long

What they invest

Material writers from the Office of English Language

Script writer consultants who specialize in linguistics, computer-assisted language learning, & second language acquisition

Professional game developers

Technical support, upgrades, apps & platform (website) for video game

Regional English Language Officers & Centers (RELOs)

US English Teaching Fellows

American English Website

What they do

Promote awareness about video game

Conduct teacher training online & face-to-face

Develop video game on DVD

Develop game & host on Website

Develop Mobile app of vocabulary game

Develop graphic novels to accompany game

Develop teacher resources

Provide differentiated learning within resources & game

Provide teachers’ forum on Ning

Partner with binational centers, and teacher-training sites & other educational institutions

Who they reach

English Access Micro-scholarship Program participants & teachers

Teenagers who frequent Internet cafés where program has been download

English as a foreign language (EFL) teachers-in-training

EFL teachers and classrooms at binational centers

Anyone who downloads the free game from their website or free app from the Apple Store

Proximal Outcomes

Students learn basic English skills in first half of game

Students become aware of American cultural diversity in various U.S. regions

Students learn about American rules for politeness

Students become aware of State Department’s pillars*

Students & teachers learn gaming system (movement, advancement, points); e-literacy

Teachers become aware of the use of gaming as an instructional strategy (CALL)

Midterm Results

Students use newly learned English skills in second half of game

Students learn intermediate level English skills

Students apply new English skills in classroom activities

Teachers review students’ self-reported game scores to determine usage, ability & need

Learn problem-solving skills to achieve game mission in order to unlock higher points & advanced levels

Become competent in gaming

Distal Outcomes

Apply intermediate English level skills to real world

Attend post-secondary school to further English language studies or attend university in English-speaking country

Gain better employment due to English skills

Apply problem-solving skills learned in game to real world

Students incorporate some of the State Department’s pillars* into their own thinking

Master gaming as an educational tool

Assumptions External Factors Use of the following theories, strategies, and approaches to teach English and

American culture: cognitivism, constructivism, communicative approach, TESOL’s

computer-assisted language learning (CALL) Standards, and gaming as an

instructional strategy.

*Include the pillars of the State Department’s vision to advance U.S. foreign policy

interest: entrepreneurship, community activism, empowering women, science and

innovation, environmental conservation, and conflict resolution.

Sandra Rogers (2013) adapted this framework from the University of

Wisconsin-Extension Program Development (2003).

Appendix A