2. Video Games & Virtual Worlds
• Are viewed as relevant educational tools not just for their
potential for entertainment, but also for promoting
learning (Prensky, 2007)
• Mostly due to game techniques that seem to promote user
engagement and motivation.
• These techniques are increasingly being employed in
serious games: games whose main purpose is to educate
while entertaining their users.
• Recently a growing awareness of the learning potential of
games and virtual worlds has been observed in the CALL
field (Cornillie et al., 2012; Reinders, 2012; Sykes & Reinhardt, 2012,
Panichi & Deutschmann, 2012; Jauregi et al. 2011).
8. Game task characteristics
• Each team has its own game environment consisting of 5 areas
• Different tasks were created for two game sessions
• Gamification elements: points for right answer + time measurement
Area 1: They exchange personal information
and collaborate to find out the name of a
German city.
When sitting on the chair each pupil got a
different hint (in German) (The placement… It has
4 letters… Carnaval is celebrated here…)
They have to write down the name of the city in
the chat box. If it is right the access to the
second game area gets open.
Examples of game session 1
9. Game task characteristics
Areas 1 y 2
Area 3
Area 2: They have to collaborate to find
out the name of a river (5 letters).
The hints appear on the wall when
standing on the yellow spots. (First day of
the week… The opposite of west… The
opposite of north… No right hand…)
They write down the name in the chat
box. If it is right the access to the third
game area gets open.
11. Game task characteristics:
Area 3: They have to build a bridge by
positioning the blocks in the right order. They
have to collaborate in two dyads.
One dyad offers information about the
location of blocks and how they need to be
moved.
The other dyad clicks on the wall in order to
move the blocks behind the wall.
The bridge will facilitate access to the game
space 4.
Area 3
13. Game task characteristics
Area 4: It is a quiz. Each team member
receives 5 questions of multiple choice
when sitting on the chairs. As they
answer correctly the chair goes up and
scores one point.
(In which country is German no official language?
In which city was the wall? How many inhabitants
has Germany?...)
Together they have to score enough
points to get the door opened and
access the final game space.
14. 14
Area 5 There are two typical German recipes on the wall. They
have to buy the ingredients in the shortests timespan
possible. But if they click on the wrong ingredient they get a
point reduction.
Game task characteristics
Áreas 4 y 5
15. Game task characteristics
Final. The game ends up when all team members stand on the
yellow spot on the floor to stop the ever ticking clock.
Once finalised, each team gets out of the gaming environment
meet the other teams and see which team has won the game
contest.
17. Data gathered
Several surveys were developed and administered:
•A background survey gathering biographic information
& language learning experience among others and was
filled in prior to playing the games.
•The user experience survey gathered information about
the game and was filled in after each game session.
•A post survey, measuring learning experience was filled
in after finalizing the game sessions.
Recordings
Focus groups were held after conclusion of games.
18. Results
• Technical concerns
• Preferences & likes
• Co-presence and self-awareness
• Overall evaluation
(5 point Likert-scale: 1 non agreement – 5
complete agreement)
23. Conclusions
• The pupils greatly enjoyed the telecollaborative German
cultural game being played cross-culturally.
• They found it easy to play the game and the sound and
video quality were good particularly in the second game
session. They liked the game environment and being an
avatar.
• They felt co-present in the game. They would
recommend other pupils this kind of telecollaborative
games.
• The scores of the British pupils in the second game were
higher than in the first game session (they seem to have
gained in self-confidence), while the Dutch ones
remained very high in both sessions (some items scored
a little bit lower though)
24. Conclusions
The initial results indicate that telecollaborative games
have a positive impact on learners’ motivation but many
more studies of this kind and undertaking multimodal
analysis are needed in order to corroborate these initial
findings.
> TeCoLa: Next European project (Erasmus+, 2016-
2019).
25. Acknowledgements
We would like to thank:
•the pupils at both schools (Ashcombe School,
Dorking & Pleincollege Nuenen),
•the teachers (H. Meyers & B. Pardoel),
•the OpenSim expert, N. Zwart,
•and the TILA project
As far as technology is concerned, they found it easy to play the game and the sound and video quality were very good particularly in the second game session (see table 1). Notice that the second game scored higher especially for the British kids
Pupils liked very much to communicate and interact in the game environment with pupils from other countries . They liked the game environment and being an avatar. Interestingly, the scores of the British pupils in the second game are higher than in the first game session, and for the Dutch ones are a little bit lower for the Dutch ones.
As to satisfaction and ease factors, we observed that the British kids felt more comfortable and co-present in the second game than in the first one, values being very high. The Dutch pupils dis also feel very positive but the second game was slightly lower (see Table 3)
Finally, pupils were very enthusiastic about the game and the possibility to play it with pupils from another country. They would recommend other pupils to play these games and thy would themselves like to engage in this kind of games more frequently (Table 4). All values were very positive, for the British pupils the second session game scoring considerably higher.