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DESIGN AND IMPLEMENTATION TECHNIQUES FOR LOCATION-
BASED LEARNING GAMES
Javier Melero
PhD Thesis Presentation
10th April 2014
Supervisors
Dr. Davinia Hernández-Leo
Dr. Josep Blat
OUTLINE
1. Introduction: Location-based learning games design
2. Model and computational representation of puzzle board
games
3. Design of location-based learning games
4. Implementation of location-based learning games
5. Conclusions and future work
PhD Thesis Presentation – JAVIER MELERO 2
OUTLINE
1. Introduction: Location-based learning games design
2. Model and computational representation of puzzle board
games
3. Design of location-based learning games
4. Implementation of location-based learning games
5. Conclusions and future work
PhD Thesis Presentation – JAVIER MELERO 3
INTRODUCTION
Context and motivation:
Technology-Enhanced Learning
Game-based Learning
Technological Implementations
Digital, Tangible, Pervasive
Educational Games
Board games, adventure, platform,
etc.
Board Games
Puzzles
Quizzes
Location-based Games
FOCUS: Supporting the design and implementation of location-based learning
games
PhD Thesis Presentation – JAVIER MELERO
Game-based learning (Bottino et al., 2008; Huang et al., 2007; Ke, 2008; Sedig, 2008): •Motivating learning environments•Engage learners in meaningfullearning•Encourage active learning •Foster students’ problem solving,analytical and memory skills
4
•Games do not fulfill therequirements of particulareducational situations•Teachers do not have advancedtechnological skills to create oradapt games (Frossard, 2013;Tornero et al., 2010; Yang, 2005)
Puzzle board games as educational strategy to feasibly involve teachers as game designers (Crawford, 1982; Huang et al., 2007)
PhD Thesis Presentation – JAVIER MELERO
INTRODUCTION
Context and motivation:
Technology-Enhanced Learning
Game-based Learning
Technological Implementations
Digital, Tangible, Pervasive
Educational Games
Board games, adventure, platform,
etc.
Board Games
Puzzles
Quizzes
Location-based Games
FOCUS: Supporting the design and implementation of location-based learning
games
5
The structural design of location-based learning games are often inspired by board games (Nicklas et al., 2001; Schlieder et al., 2006)
There is a gap involving teachers when designing location-based learning games that consider board games elements
Context and motivation:
Research works supporting teachers on the development of digital educational games:
•<e-Adventure>: hard to adapt, much time for development, technical skills that are beyond the level of most instructors (Frossard, 2013; Tornero et al., 2010)
•Alice, Squeak, GameMaker: more focused on students rather than supporting teachers in the creation of educational games
•ELG or Joyce: focused on computer-supported board games
•Treasure-HIT, ARLearn, Mobilogue: support the development of location-based learning games, but do not allow the customisation of elements that can be relevant to formal learning contexts
Aim: To propose a feasible approach to implement and involve teachers as designers of their own location-based games
PhD Thesis Presentation – JAVIER MELERO
INTRODUCTION
6
Research Question and Objectives:
How can we support the design and implementation of location-based learning games by considering puzzle board’s elements?
Game-based Learning
Gamification Puzzle game boards
Technology-Enhanced Learning
Mobile Learning
LearningDesign
PARTIAL OBJECTIVE 1
To model and computationally represent computer-supported puzzle board games including virtual and physical objects
PARTIAL OBJECTIVE 3
To implement and evaluate case studies involving teachers and students in different contexts and settings
PARTIAL OBJECTIVE 2
To propose a design technique to facilitate teachers the definition of their own location-based games considering puzzle board games elements
PhD Thesis Presentation – JAVIER MELERO
INTRODUCTION
7
Research Methodology: Design-Based Research (Reeves, 2000)
Literature review on Game-based learning and analysis of literature gaps
Proposal of early conceptual model and development of puzzle game boards’ prototypes
Evaluation of the conceptual model and prototypesLiterature review
focused on mobile learning
Metaphor and development of QuesTInSitu: The Game
Evaluation in real learning contexts with teachers and students
Revision of the puzzle board metaphor
Evaluation of the revised metaphor Elaboration of design
principles for location-based games
Analysis of Practical Problems by
Researchers and Practitioners
Development of Solutions with a
Theoretical Framework
Evaluation and Testing of Solutions
in Practice
Documentation and Reflection to Produce “Design Principles”
CONTRIBUTION 3CONTRIBUTION 2
CONTRIBUTION 1
Refining the conceptual model and early design principles
PhD Thesis Presentation – JAVIER MELERO
INTRODUCTION
8
OUTLINE
1. Introduction: Location-based learning games design
2. Model and computational representation of puzzle board
games
3. Design of location-based learning games
4. Implementation of location-based learning games
5. Conclusions and future work
PhD Thesis Presentation – JAVIER MELERO 9
MODEL AND COMPUTATIONAL
REPRESENTATION OF PUZZLE BOARD GAMES
Factors for designing digital games (Coller & Scott, 2009; Fisch, 2005; Kirriemuir & McFarlane, 2004; Squire & Jenkins, 2003; Jones, 1998; Malone, 1981):
•Based on strategies that promote active learning
•Clearly define the learning goals
•Challenging and increase the level of difficulty
•Tasks and activities clearly defined
•Provide immediate feedback
•Provide supportive learning material
•Integrate hint structures to assist players
Indoors Outdoors
Pieces Slots (Board)
Physical Virtual
Puzzle Game
Objectives
Levels
Activities
Story
Learning Flow
Interactions Players’ role
Context(Space)
PhD Thesis Presentation – JAVIER MELERO
Overview of the conceptual model:
10
CONTRIBUTION 1: A conceptual model and the associated binding for computationally representing puzzle board games designs including virtual and physical
objects
Adaptation of the 4-dimension framework proposed by de Freitas & Oliver (2006)
PhD Thesis Presentation – JAVIER MELERO
Conceptual model of puzzle board games design:
11
gaming objectives
story
levels
activities flow
player role score
activityboardslots scaffolding
piecespieces relation
location
virtualgeo-located
hint
question
physically-located
supportive learning material
MODEL AND COMPUTATIONAL
REPRESENTATION OF PUZZLE BOARD GAMES
CONTRIBUTION 1: A conceptual model and the associated binding for computationally representing puzzle board games designs including virtual and physical
objects
PhD Thesis Presentation – JAVIER MELERO
Information binding:
Each virtual piece corresponds to a chunk of code (it could have associated an static image)
Each virtual slot has a predefined location in which the player has to associate a piece
Tag “rel-piece-slot” defines whether a piece has been correctly (or incorrectly) associated to a slot.
12
Puzzlerels-between-pieces
piecenametypelocationscaffolding-ref
rel-between-piecespiece-id-reffeedbackscore
rels-pieces-slotsboardpiece
nametypelocationscaffolding-red
slottypeinformationlocationscaffolding-ref
rel-piece-slotpiece-id-refslot-id-reffeedbackscore
MODEL AND COMPUTATIONAL
REPRESENTATION OF PUZZLE BOARD GAMES
CONTRIBUTION 1: A conceptual model and the associated binding for computationally representing puzzle board games designs including virtual and physical
objects
• 11 secondary and higher education teachers
• Game design task using paper-snippets representing the elements of the conceptual model
PhD Thesis Presentation – JAVIER MELERO
CONTRIBUTION 1: A conceptual model and the associated binding for computationally representing puzzle board games designs including virtual and physical
objects
Need of simplifying the representation of the conceptual model to facilitate the comprehension and understanding of the different elements of the conceptual model
Exploratory user study: Understanding of the conceptual model
13
MODEL AND COMPUTATIONAL
REPRESENTATION OF PUZZLE BOARD GAMES
OUTLINE
1. Introduction: Location-based learning games design
2. Model and computational representation of puzzle board
games
3. Design of location-based learning games
4. Implementation of location-based learning games
5. Conclusions and future work
PhD Thesis Presentation – JAVIER MELERO 14
DESIGN OF LOCATION-BASED LEARNING GAMES
PhD Thesis Presentation – JAVIER MELERO
CONTRIBUTION 2: A metaphor that considers puzzle board games to allow teachers the design of their own location-based learning games for indoors and
outdoors
Board Physical zones (indoors or outdoors)
Slots Questions designed for the location-based game
Pieces Options associated to each question
Puzzle Groups of slots
Level Contains a puzzle
Scores Correct and incorrect answers, accessing hints.
Bonus Extra points when all questions from a level have been correctly answered
Feedback
Information associated to ranges of points
Hints Information to guide students to find the correct answer
Metaphor based on the premise that the structural design of location-based games are often inspired by board games (Nicklas et al., 2001; Schlieder et al., 2006)
Proposed metaphor:
15
PhD Thesis Presentation – JAVIER MELERO
L ’Hospitalet Case
Vic Case MNAC Case
Learning about the
heritage of the city of l’Hospitalet
Learning about the city of Vic and its art history
Learning about different
pictures of the museum
7 teachers 1 teacher 1 teacher
Extracurricular activity
in the school
Activity associated
to a subject, as part of
its formative
assessment
Activity associated to a subject, as a summative- assessment
activity
Sant Sadurní
Case
Learning about the city
of Sant Sadurní and its heritage
7 teacher
Transversal activity, as
a summative assessment
activity
CONTRIBUTION 2: A metaphor that considers puzzle board games to allow teachers the design of their own location-based learning games for indoors and
outdoors
First iteration: Teachers’ designs of 4 location-based learning games
16
DESIGN OF LOCATION-BASED LEARNING GAMES
PhD Thesis Presentation – JAVIER MELERO
CONTRIBUTION 2: A metaphor that considers puzzle board games to allow teachers the design of their own location-based learning games for indoors and
outdoors
First iteration: Lessons learnt
17
DESIGN OF LOCATION-BASED LEARNING GAMES
• The textual information is extensive• Necessary information for
understanding particular the different questions
• The information is shorter• Brief description that contextualizes the
questions
• Scores do not affect students’ marks
• Score used as a guide to analyse students’ activity performance
• Scores directly affect students’ marks
• Tips to find useful information in real place
• Additional information to the content of the questions
L’Hospitalet case Sant Sadurní case Vic caseMNAC case
50 scores more 1 score more250 scores more
10 scores less 0.3 scores less the 1st attempt; 0.5 scores the 2nd one; 1 score the 3rd one
100 scores less
Scores Correct Answers
Scores Incorrect Answers
Number of questions per level / 1000 points30 or 60, depending on the number of questions per level
Hints Content
Levels Information
PhD Thesis Presentation – JAVIER MELERO
Questionnaire evaluating the usefulness, understanding, importance and problems of the different elements:
•The teachers perceived the use of the puzzle board metaphor as a flexible approach and a suitable design technique to define location-based learning games
•However most of the elements were understandable by the teachers, the most problematic ones seemed to be the levels followed by the slots
•Most important elements: adaptive scoring, bonus, and feedback
•Few teachers totally agreed on the importance of providing hints to each question
CONTRIBUTION 2: A metaphor that considers puzzle board games to allow teachers the design of their own location-based learning games for indoors and
outdoors
First iteration: Results on teachers’ opinions
18
DESIGN OF LOCATION-BASED LEARNING GAMES
PhD Thesis Presentation – JAVIER MELERO
20 teachers in a game design task
Revision of the game design task:•More explanations and provision of examples
•Redefinition of the “level” element
CONTRIBUTION 2: A metaphor that considers puzzle board games to allow teachers the design of their own location-based learning games for indoors and
outdoors
Second iteration: MWC Workshop
19
DESIGN OF LOCATION-BASED LEARNING GAMES
Results from questionnaires, game designs and observation:
•Different approaches to design their games
•No problems understanding the elements of the puzzle board metaphor
•Paper-based templates are useful approaches to structure the design of their location-based games
•The number of trials to solve a question should have a maximum attempt limit in order to be meaningful
•Each element of the puzzle board metaphor should not be seen as a standalone item
OUTLINE
1. Introduction: Location-based learning games design
2. Model and computational representation of puzzle board
games
3. Design of location-based learning games
4. Implementation of location-based learning games
5. Conclusions and future work
PhD Thesis Presentation – JAVIER MELERO 20
CONTRIBUTION 3: Different case studies implementing location-based learning games that consider the conceptual model and associated binding
PhD Thesis Presentation – JAVIER MELERO
Implementation Guidelines:
XML ParserXML Parser
XMLs BindingsXMLs Bindings External resourcesExternal resources
An authoring tool could automatically create the XML Bindings and the associated resources
Generic parser that reads the
XMLs and builds the logic model
Different game engines (G.E.), and the associated players, adapted to specific educational contexts or requirements
MNAC Case
G.E. for indoors(Android SO)
G.E. for indoors(Android SO)
Player for Android devices
Player for Android devices
L’Hospitalet case
Sant Sadurní case
Game Engine for outdoors
with GPS(Android SO)
Game Engine for outdoors
with GPS(Android SO)
Player for Android devicesPlayer for Android devices
Game Engine for outdoors withoutGPS (Android SO)
Game Engine for outdoors withoutGPS (Android SO)
Vic case
G.E. for outdoors with GPS
(Web-based app.)
G.E. for outdoors with GPS
(Web-based app.)
Player for BrowsersPlayer for Browsers
G.E. for outdoors without GPS(Web-based
app.)
G.E. for outdoors without GPS(Web-based
app.)
21
IMPLEMENTATION OF LOCATION-BASED
LEARNING GAMES
PhD Thesis Presentation – JAVIER MELERO
Evaluation with 253 secondary education students
Mixed evaluation method (Cairns & Cox, 2008) considering different data gathering techniques:•Questionnaires•Log files•Observations
CONTRIBUTION 3: Different case studies implementing location-based learning games that consider the conceptual model and associated binding
22
IMPLEMENTATION OF LOCATION-BASED
LEARNING GAMES
Evaluation of “QuesTInSitu: The Game”:
PhD Thesis Presentation – JAVIER MELERO
Students had a limited amount of time for the whole gameStudents had a limited amount of time for each level of the game
Students are not controlled by anyoneThe museum’s staff controlled that students did not make noise
Students were not forced to correctly answer all the questionsStudents were forced to correctly answer all the questions
L’Hospitalet case Vic case MNAC caseSant Sadurní case
CONTRIBUTION 3: Different case studies implementing location-based learning games that consider the conceptual model and associated binding
23
IMPLEMENTATION OF LOCATION-BASED
LEARNING GAMES
Lessons Learnt (1/2):
Positive engagement: # students (normalized)
Negative engagement: # students (normalized)
Overall students’ engagement
L’Hospitalet Sant Sadurní Vic MNAC
PhD Thesis Presentation – JAVIER MELERO
Students disagreed on subtracting scores
Alternative: adding specific amount of points depending on the number of attempts to solve the questions
Textual information was not read properly because the students do not pay attention to additional information
Hints were considered more usefulHints were considered useless
L’Hospitalet case Vic case MNAC caseSant Sadurní case
CONTRIBUTION 3: Different case studies implementing location-based learning games that consider the conceptual model and associated binding
24
IMPLEMENTATION OF LOCATION-BASED
LEARNING GAMES
Lessons Learnt (2/2):
Students avoid using hints and followed other strategies
Hints usefulness: # students (normalized)
Points appropriated: # students (normalized)
Students’ perceptions on hints
L’Hospitalet Sant Sadurní Vic MNAC
Motivated: # students (normalized)
Not motivated: # students (normalized)
Students motivation when subtracting points
L’Hospitalet Sant Sadurní Vic MNAC
PhD Thesis Presentation – JAVIER MELERO
• Experiment using the proposed puzzle board approach (36 students) vs. using a plain test-based approach (36 students)
• The median of the students using the puzzle game approach was higher than the others, as well as the range of scores
CONTRIBUTION 3: Different case studies implementing location-based learning games that consider the conceptual model and associated binding
25
IMPLEMENTATION OF LOCATION-BASED
LEARNING GAMES
Results on students’ activity performance (MNAC Case):
Students using the puzzle-based approach tend to obtain better outcomes than the students using the test-based approach
• Design decisions on game elements can affect students’ satisfaction and have an impact on learning
• Students’ opinions should be considered in further iterations of the designs
• Providing teachers with techniques to inquire into their design decisions seems of relevant importance to create powerful location-based learning games
Puzzle board approach Test-based approach
PhD Thesis Presentation – JAVIER MELERO
CONTRIBUTION 3: Different case studies implementing location-based learning games that consider the conceptual model and associated binding
26
IMPLEMENTATION OF LOCATION-BASED
LEARNING GAMES
Visualisation as learning analytics to support teachers’ inquiry
Results on a discussion group with 3 teachers from l’Hospitalet:
•Visualizations are a good mechanism to represent and analyse objective data•Visualizations include too much information to be analysed on the fly•The “time used” visualization is useful to evaluate the overall game design•“Frequency” and “score” visualizations are useful to evaluate the students’ performance •Need of providing visualizations containing aggregate data from all students’ to identify generic trends•Capturing students’ opinion to analyse whether they enjoy the activity, learn new concepts and have fun•Teachers identified concrete design elements that should be revised (e.g. use of proportional scores instead of using negative scores)
OUTLINE
1. Introduction: Location-based learning games design
2. Model and computational representation of puzzle board
games
3. Design of location-based learning games
4. Implementation of location-based learning games
5. Conclusions and future work
PhD Thesis Presentation – JAVIER MELERO 27
PhD Thesis Presentation – JAVIER MELERO
This contribution is reflected in:
•Melero, J., Hernández-Leo, D. & Blat, J. (in press). A Model for the Design of Puzzle-based Games including Virtual and Physical Objects. Journal of Educational Technology & Society•Melero, J., Hernández-Leo, D., & Blat, J. (2011). Towards the Support of Scaffolding in Customizable Puzzle- based Learning Games. In Proceedings of the 11th International Conference on Computational Science and its Applications (pp. 254-257), Santander, Spain•Melero, J., Hernández-Leo, D., & Blat, J. (2012). Considerations for the Design of Mini-games Integrating Hints for Puzzle Solving ICT-Related Concepts. In Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies (pp. 138-140), Rome, Italy
28
CONCLUSIONS AND FUTURE WORK
CONCLUSIONS OBJECTIVE 1
To model and computationally represent computer-supported puzzle board games including virtual and physical objects
• The puzzle board games’ definition highlights the possibility o using virtual and physical objects
• The conceptual model captures general data independent from specific technologies
• The internal representation of each object is left to concrete engines
• Different prototype games have been developed compliant with the conceptual model following the proposed implementation guidelines
Partial results of this contribution are reflected in:
•Melero, J., Hernández-Leo, D., & Blat, J. (2014a). Teachers can be involved in the design of location-based learning games: the use of the puzzle board metaphor, In Proceedings of the 6th International Conference on Computer Supported Education (pp. 179-186). Barcelona, Spain•Melero, J., Hernández-Leo, D., & Blat, J. (2014b). Being able to accommodate activity’s formal purposes as critical factor when designing for “location-based learning games” at scale, In Ideas in Mobile Learning Symposium (BIIML). Bristol, UK•Melero, J., Santos, P., Hernández-Leo, D., & Blat, J. (2013). Puzzle-based Games as a Metaphor for Designing In Situ Learning Activities. In Proceedings of the 6th European Conference on Games Based Learning (pp. 674-682), Porto, Portugal
PhD Thesis Presentation – JAVIER MELERO 29
CONCLUSIONS AND FUTURE WORK
CONCLUSIONS OBJECTIVE 2
To propose a design technique to facilitate teachers the definition of their own location-based games considering puzzle board games elements
• Metaphor and paper-based templates as techniques to involve teachers in location-based games’ designs
• Evaluations in real contexts and in a workshop show that the two techniques can be successfully applied to design location-based learning games
• Teachers have been able to customize the different elements involved in the metaphor according to their specific educational situations
PhD Thesis Presentation – JAVIER MELERO
Partial results of this contribution have been submitted for their consideration to be published as a journal paper (currently under review):
•Melero, J., Hernández-Leo, D., Sun, J., Santos, P., & Blat, J. (conditionally accepted). How was the activity? A visualization support for a case of situated m-learning design. British Journal of Educational Technology
30
CONCLUSIONS AND FUTURE WORK
CONCLUSIONS OBJECTIVE 3
To implement and evaluate case studies involving teachers and students in different contexts and settings
The different case studies show the feasibility of using the puzzle board approach for designing location-based learning games and for implementing this type of games
Benefits observed during the activities:•Students are engaged in collaborating between each other•Students put into practice social interaction skills, as well as exploration and orientation skills•Students are actively involved in finding the correct solutions•Students reflect on their past choices
Design decisions and contextual environment can influence students’ engagement and performance
Learning analytics visualizations can lead teachers inquire into the students’ outcomes when playing their designed location-based learning games
PhD Thesis Presentation – JAVIER MELERO 31
CONCLUSIONS AND FUTURE WORK
Future Research Directions:
Implementation of authoring tools devoted to different types of technologies: •Completely digital puzzle board games•Completely physical puzzle board games (e.g. using sensors, RFID technology, etc.)•Puzzle board games integrating both virtual and physical objects
Evaluating the effects of the different elements involved in the design of location-based learning games on students’ performance
Evaluating students’ activity performance
Gathering collaborative dynamics and make them understandable for teachers
Integrating meaningful learning analytics visualizations in systems supporting location-based learning games
Proposing ways that allow changing the dynamics of the game on the fly to overcome unexpected contextual or technological problems
Extending this type of games across different types of spaces, technologies and activities
DESIGN AND IMPLEMENTATION TECHNIQUES FOR LOCATION-
BASED LEARNING GAMES
Javier Melero
PhD Thesis Presentation
10th April 2014
Supervisors
Dr. Davinia Hernández-Leo
Prof. Dr. Josep Blat
THANKS!
PhD Thesis Presentation – JAVIER MELERO
CONTRIBUTION 3: Different case studies implementing location-based learning games that consider the conceptual model and associated binding
33
IMPLEMENTATION OF LOCATION-BASED
LEARNING GAMES
Results on students’ engagement (Puzzle approach vs. “Traditional” approach):
Students’ enjoyment
Enjoy this approach
Enjoy other approach
Puzzle approach Test-based approach
Added points
Agree
Disagree
Puzzle approach Test-based approach
Subtracted points
Agree
Disagree
Puzzle approach Test-based approach
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