1
An Environment to support
Collaborative Learning by Modding
Sébastien George1
Élise Lavoué2
Baptiste Monterrat2
EC-TEL 2...
Modding
 Modding = modifying video games,
to create "mods“
 The growing potential of modding
→ settings → levels → mecha...
Modding
 Modding = modifying video games,
to create "mods“
 The growing potential of modding
→ settings → levels → mecha...
4
Educational potential of modding
Social Learning
[El-Nasr and Smith 2006] [Loh and Byun 2009]
B. Monterrat - Université ...
5
Educational potential of modding
Social Learning
[El-Nasr and Smith 2006] [Loh and Byun 2009]
To learn programming
[Cign...
6
Educational potential of modding
Social Learning
[El-Nasr and Smith 2006] [Loh and Byun 2009]
Modding could be a way to
...
7
The “Learning Game 2.0”
GameModding
B. Monterrat - Université de Lyon
Media
2.0
8
Learning
GameMedia
2.0 Modding
Learning
Game
Learning
2.0
*
B. Monterrat - Université de Lyon
The “Learning Game 2.0”
9
 What are the
characteristics of a modding
activity for an educational purpose?
 Which structure / architecture / fram...
10
The game as a collective construction
Greater involvement
Player Modder Designer
B. Monterrat - Université de Lyon
11
The game as a collective construction
Greater involvement
To create a learning game is a kind of teaching,
and teaching...
12
The game as a collective construction
Greater involvement
To create a learning game is a kind of teaching,
and teaching...
13
The structure needs to be...
...simple and expressive
Visual programming
[Stencyl et Flip]
Triggers
[Warcraft III Edito...
14
The structure needs to be...
...simple and expressive
Visual programming
[Stencyl et Flip]
Triggers
[Warcraft III Edito...
15
Knowledge map
Game elements
Contextual discussions
The structure needs to support...
...learning and collaboration
16
Game elements
Contextual discussions
“Does it
lays eggs?“
platypus
“Yes, but it‘s
not a reptile!“
Knowledge map
An exam...
17
A proposition for
an “all in one” user interface
Discussions
List of the available
game elements
Versions manager
Previ...
18
Architecture
Knowledge
ontology
Discussions
GDK
SVN
Game engine
read
send
commit
update
Client
Server
Interface utilisa...
19
First Prototype
Game and GDK: Game Develop
Discussions:
An online forum
(html/php)
Files sharing and
versions updating:...
20
Study
Within an Esperanto course
2 teams of 4 students in the test group Game, GDK,
SVN, forum
2 teams of 4 students in...
21
Study
Within an Esperanto course
A 4 hours activity
 An Esperanto lesson (1h)
 Playing the existing game (15 mins)
 ...
22
Results
Learning while…
Playing the existing game (87%)
Looking for new contents (87%)
Modifying the game (87%)
Playing...
23
Results
Learning while…
Playing the existing game (87%)
Looking for new contents (87%)
Modifying the game (87%)
Playing...
24
New knowledge
B. Monterrat - Université de Lyon
25
Conclusion
 We proposed
- an educational activity based on collaborative modding,
- an architecture and a user interfa...
26
Conclusion
 We proposed
- an educational activity based on collaborative modding,
- an architecture and a user interfa...
27
Thanks for your attention
baptiste.monterrat@universite-lyon.fr
Learning
Game2.0
Media
Modding
Learning
Game
Learning
2...
28
Examples of creations
B. Monterrat - Université de Lyon
29
Types of learning
B. Monterrat - Université de Lyon
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An environment to support Collaborative Learning by Modding

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In this paper, we propose an environment to support collaborative modding, as a new way to learn a subject. Modding can be defined as the activi-ty to modify an existing game with dedicated tools. In a constructivist approach, we base our work on the assumption that modding a learning game can help learners to acquire the concepts of the subject concerned. We also think that modding in collaborative settings can help learners both to learn the subject and to learn to collaborate. We first propose a framework to support collaborative modding activities based on four components: the game, the Game Develop-ment Kit (GDK), contextual discussions and a knowledge map. We then pro-pose an architecture that integrates these components on a unique platform. We finally present the results of a first exploratory study that demonstrates the fea-sibility and the interest of this approach for learning and the need for integrating collaborative tools in a unique environment.

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An environment to support Collaborative Learning by Modding

  1. 1. 1 An Environment to support Collaborative Learning by Modding Sébastien George1 Élise Lavoué2 Baptiste Monterrat2 EC-TEL 2013 Paphos, Cyprus 1 LIUM, Université du Maine 2 LIRIS, Université de Lyon
  2. 2. Modding  Modding = modifying video games, to create "mods“  The growing potential of modding → settings → levels → mechanics B. Monterrat - Université de Lyon 2
  3. 3. Modding  Modding = modifying video games, to create "mods“  The growing potential of modding → settings → levels → mechanics  User generated contents imply dedicated tools Game Development Kits are distributed with their game Other GDK are generic editors B. Monterrat - Université de Lyon 3
  4. 4. 4 Educational potential of modding Social Learning [El-Nasr and Smith 2006] [Loh and Byun 2009] B. Monterrat - Université de Lyon
  5. 5. 5 Educational potential of modding Social Learning [El-Nasr and Smith 2006] [Loh and Byun 2009] To learn programming [Cignoni 2001] [Scacchi 2011] B. Monterrat - Université de Lyon
  6. 6. 6 Educational potential of modding Social Learning [El-Nasr and Smith 2006] [Loh and Byun 2009] Modding could be a way to learn the content of a game? To learn programming [Cignoni 2001] [Scacchi 2011] B. Monterrat - Université de Lyon
  7. 7. 7 The “Learning Game 2.0” GameModding B. Monterrat - Université de Lyon Media 2.0
  8. 8. 8 Learning GameMedia 2.0 Modding Learning Game Learning 2.0 * B. Monterrat - Université de Lyon The “Learning Game 2.0”
  9. 9. 9  What are the characteristics of a modding activity for an educational purpose?  Which structure / architecture / framework is required to support collaborative learning by modding? Research questions Learning GameMedia 2.0 Modding Learning Game Learning 2.0 ?
  10. 10. 10 The game as a collective construction Greater involvement Player Modder Designer B. Monterrat - Université de Lyon
  11. 11. 11 The game as a collective construction Greater involvement To create a learning game is a kind of teaching, and teaching implies to strengthen our knowledge Player Modder Designer B. Monterrat - Université de Lyon
  12. 12. 12 The game as a collective construction Greater involvement To create a learning game is a kind of teaching, and teaching implies to strengthen our knowledge Collaborative work => Collaborative learning - Ideas sharing, - Knowledge sharing, - Game elements sharing Player Modder Designer B. Monterrat - Université de Lyon
  13. 13. 13 The structure needs to be... ...simple and expressive Visual programming [Stencyl et Flip] Triggers [Warcraft III Editor] <Conditions> <Actions> rules [Kodu and Game Develop] B. Monterrat - Université de Lyon
  14. 14. 14 The structure needs to be... ...simple and expressive Visual programming [Stencyl et Flip] Triggers [Warcraft III Editor] <Conditions> <Actions> rules [Kodu and Game Develop] Game engine GDK B. Monterrat - Université de Lyon
  15. 15. 15 Knowledge map Game elements Contextual discussions The structure needs to support... ...learning and collaboration
  16. 16. 16 Game elements Contextual discussions “Does it lays eggs?“ platypus “Yes, but it‘s not a reptile!“ Knowledge map An example Platypus behavior mamals
  17. 17. 17 A proposition for an “all in one” user interface Discussions List of the available game elements Versions manager Preview, Edit and Play the game
  18. 18. 18 Architecture Knowledge ontology Discussions GDK SVN Game engine read send commit update Client Server Interface utilisateur G-K K-D D-G B. Monterrat - Université de Lyon
  19. 19. 19 First Prototype Game and GDK: Game Develop Discussions: An online forum (html/php) Files sharing and versions updating: Tortoise SVN No knowledge map yet
  20. 20. 20 Study Within an Esperanto course 2 teams of 4 students in the test group Game, GDK, SVN, forum 2 teams of 4 students in the control group Game, GDK B. Monterrat - Université de Lyon
  21. 21. 21 Study Within an Esperanto course A 4 hours activity  An Esperanto lesson (1h)  Playing the existing game (15 mins)  Discuver the UI (45 mins)  Modding (1h30 recommended)  Playing with the evolved games (15 mins) 2 teams of 4 students in the test group Game, GDK, SVN, forum } Remotely } In class 2 teams of 4 students in the control group Game, GDK B. Monterrat - Université de Lyon
  22. 22. 22 Results Learning while… Playing the existing game (87%) Looking for new contents (87%) Modifying the game (87%) Playing with the creations of other teams (80%) Discuss within the team (20%) Original creations B. Monterrat - Université de Lyon
  23. 23. 23 Results Learning while… Playing the existing game (87%) Looking for new contents (87%) Modifying the game (87%) Playing with the creations of other teams (80%) Discuss within the team (20%) A fun activity: 87% reported having fun An easy User Interface, with strong participation of non-programmers Collaborative tools supported team work Original creations B. Monterrat - Université de Lyon
  24. 24. 24 New knowledge B. Monterrat - Université de Lyon
  25. 25. 25 Conclusion  We proposed - an educational activity based on collaborative modding, - an architecture and a user interface.  We conducted a first experimentation validating the idea that modding can be used to learn the game contents. B. Monterrat - Université de Lyon
  26. 26. 26 Conclusion  We proposed - an educational activity based on collaborative modding, - an architecture and a user interface.  We conducted a first experimentation validating the idea that modding can be used to learn the game contents.  Implementation of the whole user interface to enhance participation in discussions.  Implementation of the knowledge ontology.  How much time consuming is it ? Despite the current limitations, we hope to open a path to educational activities more personalized and engaging. B. Monterrat - Université de Lyon
  27. 27. 27 Thanks for your attention baptiste.monterrat@universite-lyon.fr Learning Game2.0 Media Modding Learning Game Learning 2.0 *
  28. 28. 28 Examples of creations B. Monterrat - Université de Lyon
  29. 29. 29 Types of learning B. Monterrat - Université de Lyon
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