说客英语带来了2024年雅思阅读真题及答案（2.3），各位雅思考生可以作为参考：

　　2024年雅思阅读真题

　　Computer Games for Preschoolers: Nintendo’s Research and Design Process

　　Designing computer games for young children is a daunting task for gameproducers, who, for a long time, have concentrated on more “hard core” gamefans. This article chronicles the design process and research involved in creatingNintendo DS for preschool gamers.

　　After speaking with our producers who have a keen interest in designing for theDS, we finally agreed on three key goals for our project. First, to understand the range of physical and cognitive abilities of preschoolers in the context ofhandheldsystem game play; second, to understand how preschool gamers interact with theDS, specifically how they control the different forms of play and game mechanicsoffered by the games presently on the market for this platform, third, to understandthe expectation of preschooler's parents concerning the handheld systems as wellas the purchase and play contexts within which game play occurs. The team ofresearch decided that in-home ethnographies with preschoolers and their familieswould yield comprehensive database with which to give our producers moreinformation and insights, so we start by conducting 26 in-home ethnographies inthree markets across the United States: an East coast urban/suburban area, a Westcoast urban/suburban area, and a Midwest suburban/rural area

　　The subject is this study included 15 girls and 11 boys ranging from 3 years and 3months old to 5 years and 1l months old. Also,because previous research hadshown the effects of older siblings on game play (demonstrated, for example, bymore advanced motor coordination when using a computer mouse), householdswere employed to have a combination of preschoolers with and without elder peersIn order to understand both “'experienced” and “new” preschool users of theplatform, we divided the sample so that 13 families owned at least one NintendoDS and the others did not. For those households that did not own a DS, one wasbrought to the interview for the kid to play. This allowed us to see both theinstinctive and intuitive movements of the new players (and of the moreexperienced players when playing new games), as well as the learned movementsof the more experienced players. Each of those interviews took about 60 to 120minutes and included the preschooler, at least one parent, and often siblings andanother caregiver.

　　Three kinds of information were collected after each interview, From any oldelsiblings and the parents that were available, we gathered data about: the buyingdecisions surrounding game systems in the household, the family's typical gameplay patterns, levels of parental moderation with regard to computer gaming. andthe most favorite games play by family members. We could also understand theideology of gaming in these homes because ofthese in-home interviews: what typesof spaces were used for game play, how the system were installed. where thehandheld play occurred in the house (as well as on-the-go play), and the number and type of games and game systems owned. The most important is, we gatheredthe game-playing information for every single kid.

　　Before carrying out the interviews, the research team had closely discussed withthe in-house game producers to create a list of game mechanics and problems tiedto preschoolers’motor and cognitive capabilities that were critical for them tounderstand prior to writing the games. These ranged from general dexterity issuesrelated to game controllers to the effectiveness of in-game instructions to specificmechanics in current games that the producers were interested in implementing folfuture preschool titles. During the interviews, the moderator gave specific guidanceto the preschooler through a series of games, so that he or she could observe theinteraction and probe both the preschooler and his or her parents on feelingsattitudes, and frustrations that arose in the different circumstances.

　　Ifthe subject in the experiment had previous exposure to the DS system, he or shewas first asked to play his or her favorite game on the machine. This gave theresearchers information about current level of gaming skill related to thecomplexity of the chosen one, allowing them to see the child playing a game withmechanics he or she was already familiar with. Across the 26 preschoolers, theNintendo DS selections scope were very broad, including New Super Mario Bros,Sonic Rush, Nintendogs,and Tony Hawk's Proving Ground. The interviewobserved the child play, noting preferences for game mechanic and motorinteractions with device as well as the complexity level each game mechanic wasfor the tested subject. The researchers asked all of the preschoolers to play with aspecific game in consultation with our producers, The Little Mermaid: Ariel 'sUndersea Adventure. The game was chosen for two major reasons. First. it was oneof the few games on the market with characters that appeal to this young age groupSecond, it incorporated a large variety ofmechanics that highlighted the uniquenessof the DS platform, including using the microphone for blowing or singing

　　The findings from this initial experiment were extensive. After reviewing theoutcomes and discussing the implications for the game design with our internagame production team, we then outlined the designing needs and presented thefindings to a firm specializing in game design. We worked closely with thoseexperts to set the game design for the two preschool-targeted DS games underdevelopment on what we had gathered.

　　As the two DS games went into the development process, a formative researchcourse of action was set up.Whenever we developed new game mechanics. webrought preschoolers into our in-house utility lab to test the mechanics and toevaluate both their simplicity, and whether they were engaging. We tested eitheralpha or beta versions of different elements of the game. in addition to looking atoverarching game structure. Once a full version ofthe DS game was ready, we wentback into the field test with a dozen preschoolers and their parents to make surethat each of the game elements worked for the children, and that the overalobjective of the game was understandable and the process was enjoyable forplayers. We also collected parent's feedback on whether they thought the game isappropriate,engaging,and worth the purchase.

　　Questions 1-5

　　Complete the sentences below.

　　Choose ONE WORD ONLYfiom the passage for each answer.

　　Write your answers in boxes I-5 on your answer sheet.

　　Exploratory Research Project

　　Main Obiectives:

　　Determine the relevant 1________in the context

　　Observe how preschools manage playing

　　Investigate attitudes of 2________itowards games

　　Subjects:

　　26 children from different US 3________

　　Age range:3 years and 3 months to 5 years an ll months

　　Some children have older 4________

　　Equal number of new and 5________players

　　Length of Interview:

　　1~2hours

　　Questions 6-9

　　Do the following statements agree with the information given in Reading Passage?

　　In boxes 6-9 on your answer sheet, write

　　TRUE ifthe statement agrees with the information

　　FALSE ifthe statement contradicts the information

　　NOTGIVENifthese is no inforation on this

　　6 One area ofresearch is how far mothers and fathers controlled children's playingafter school.

　　7 The researchers are allowed a free access to the subject's houses.

　　8 The researchers regarded The Little Mermaid: Ariel's Undersea Adventure aslikely appeal to preschoolers.

　　9 The Little Mermaid: Ariel's Undersea Adventure is operated entirely by handcontrols.

　　Questions 10-13

　　Complete the flow-chart below.

　　Choose NO MORE THAN TWO WORDS fiom the passage for each answer

　　Write your answer in boxes 10-13 on your answer sheet.

　　Using the results of the study

　　Presentation ofdesign requirements to a specialist 10________

　　Testing the mechanics of two new games in the Nintendo lab(assess11________and interest)

　　A 12________of the games trailed be twelve children

　　Collection of13________from parents.

　　2024年雅思答案：

　　1-5 填空

　　1.abilities

　　2.parents

　　3.markets

　　4.siblings

　　5.experienced

　　6-9 判断

　　6.NOT GIVEN

　　7.TRUE

　　8.TRUE

　　9.FALSE

　　10-13 填空

　　10.firm

　　11.simplicity

　　12.full version

　　13.feedback

　　以上就是2024年雅思阅读真题及答案（2.3），欢迎大家进入说客英语，了解更多雅思考试资讯，以及雅思英语培训班。