Prodigi is a Flex 4 application I developed for, – a powerful games-based math elearning system that features more than 12,000 questions with hints and worked solutions. Prodigi is adaptive, and increases question difficulty based on student performance. Take a look at the promotional video MH recently released on

Behind the scenes Prodigi also deals with the question authoring and auditing workflow and has enabled Manga High’s teachers to rapidly develop an extensive database of challenging Maths GCSE questions that students all over the UK (and soon the US) can use for revision and GCSE learning.

1 Comment

  1. Matayo

    Hi Tom, and thank you for your kind comments. Prodigi has very cneormhepsive coverage of the National Curriculum, as well as many other countries’ curricula. But if I’m being honest, so do some other online resources. But something we’re particularly proud of at Mangahigh is the amount of the curriculum we’ve been able to build into engaging games. I search for maths games online a lot, and almost all the games I find cover basic numeracy, but there’s very little around that attempts to help students with the bulk of the curriculum. Games to help with times tables and addition/subtraction etc are great, but we’ve always tried hard to make games covering other topics. Some examples: Transtar mentioned above is ideal for helping students to visualise translations, rotations, reflections etc. Algebra Meltdown provides a visual representation of equations & function machines. Our next game to be released will involve factorising quadratics, and the following game in the pipeline will cover angles, from basics right through to circle theorems.What is my ideal vision for Mangahigh in the classroom? My basic answer to this is that we are a tool for teachers, so whatever works best for each individual teacher, who best knows what will work with their particular class, is ideal! To be a bit less non-committal, I can give some examples of ways I’ve seen and heard about Mangahigh being successfully used by teachers:(i)Introductory tool; have a class play a game or Prodigi lesson before teaching them anything about the topic, then start a conversation to try to get the students to think about what they did and didn’t understand, and what maths they think they need to learn to perform better in the game. I’ve heard from a number of teachers that this has worked well, and made their students more receptive to the teaching of the concepts afterwards. And in fact, I know that this formed the basis for a year 9 lesson which was rated as Outstanding against Ofsted criteria.(ii)Traditional approach; teach the maths as usual, then use Mangahigh as an engaging platform on which students can practice concepts they’ve been taught.(iii)Homework; Something I hear a lot from teachers is that students often go well beyond the pass mark for their Mangahigh homework, and spend a lot more time on it than they would with worksheets etc. And of course there’s no marking to be done!(iv)Assessment tool; Give a class in a computer lab 30 minutes to work on a particular Prodigi lesson (they might make 4, 5 or maybe 6 attempts at it during that time). This many attempts will give an accurate picture of each student’s understanding of that topic. Ideally, I think a blended approach of all of the above. When I organise attitudinal studies, I ask teachers to commit to using Mangahigh for 1 lesson and 1 homework per week with each class, which seems to work well.

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