This is the logic model I created for Trace Effects. It's based on my informal program theory evaluation of the video game, extant resources, and stakeholder interviews.

1. 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