The project delivers:

• A multimedia authoring tool (using the SuperLogo run engine as core) especially designed for children between ages 8-14. Tools developed:
• Frame editor, which allows the user to create, modify and use graphics, images, and animation frames for applications.
• Sound editor, which allows the user to import, record, modify and play speech and sound.
• Story editor, which uses the results of all other editors (graphics, frame <animation>, sound, music <internal editor allowing music development by conventional note graphic notations>, GIFs from Internet, or AVI files) to allow the creation of stories with backgrounds text and animations in an "easy to understand" way for children.
• Web editor, which allows the transformation of created stories to be presented on Internet pages as a means of communication with local and international communities.
• Three multimedia applications (microworlds) developed with above tools, which serve as system test-beds. Microworlds are highly interactive and have an intuitive interface. The child can play and learn in the microworld by doing, by acting on it, modify and build own scenarios, as well as add new objects and functions with built-in tools. The Bulgarian team developed a microworld for creating Postcards and an interactive game to Save the animals, while the Hungarian team developed an interactive storybook steering microworld Lino Liner, including childern’s works.
• User manual and accompanying system documentation.
• Reports on how children adapt to the usage of new technologies.

The MATCh tools have originated from the SuperLogo environment by hiding the scripting language and by adding new easy-to-use tools via drag-and-drop techniques. The Story editor itself is a remarkable proof on how SuperLogo, as authoring tool, can be used to develop innovative applications [Blaho et al, 1998]. Both programming and multimedia authoring offer children the power to create their own environments. Programming languages gives them powerful tools to create more complex environments, while authoring tools gives children quicker, simpler paths to begin designing. It is rather hard to decide where programming environment begins and a multimedia authoring environment ends, but both are important tools for children. Children can approach the design process in a way most meaningful to them and construct their own paths to learning.

MATCh