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Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
Design and evaluation of a 3D Collaborative Game
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Design and evaluation of a 3D Collaborative Game

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ECGBL 2012

ECGBL 2012

Published in: Education, Technology, Business
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  • 1. Design and evaluation of a 3D Collaborative Game to Support Game Based Learning Department of Informatics Aristotle University of Thessaloniki Greece Ioannis Champsas Thrasyvoulos Tsiatsos Theodouli Terzidou Apostolos Mavridis 1 ECGBL 2012 - Cork, Ireland Ioannis LeftherisIoannis Leftheris
  • 2. Contents • Game-Based Learning (GBL) and OpenSim • Design of the 3D Collaborative Game • Virtual world – Scene and Objects • Evaluation: Activity and results • Conclusions 2 ECGBL 2012 - Cork, Ireland
  • 3. Goal Present a detailed and comprehensive design and evaluation of a 3D collaborative game using the OpenSim virtual world platform Addresses the following research questions: • Did the virtual game activity improve the effectiveness of the knowledge acquisition? • Do the students recommend the systematically existence of such activities in education? 3 ECGBL 2012 - Cork, Ireland
  • 4. Game-based learning: • “Serious Games” • “Digital Game Learning” • “Digital Game Based Learning” • “Educational Games” • “Immersive Learning Simulations” We adopt the term Game Based Learning as the educational process, which uses game experiences as a tool to learn 4 ECGBL 2012 - Cork, Ireland Serious Games
  • 5. Why OpenSim? It supports online multi-user 3D environments Low cost (free import and creation object) Similar virtual environments to Second Life It supports the same scripting language LSL as in Second Life It is totally removable and dynamic Allows us to migrate our world to Second Life any time 5 ECGBL 2012 - Cork, Ireland
  • 6. Scenario of the game It’s a treasure hunt game with hidden questions. Students are divided into teams and they collaborate in order to find and answer as many questions as they can. Their purpose is to gain points and win awards. The scenario of the game described below involves two types of users: 1. Teachers 2. Students 6 ECGBL 2012 - Cork, Ireland
  • 7. Functionality to support the Student’s role [1/3] 1. Selecting Team and Outfit • Participants begin the game on a platform • HUD (Head Up Display) is displayed on the upper left corner with useful information • Their outfit has been preselected according to the team they belong to • Players are enrolled into teams • The game starts 7 ECGBL 2012 - Cork, Ireland
  • 8. Functionality to support the Student’s role [2/3] 2. Searching for the hidden questions • Players develop their strategy • They interact with objects inside the world in order to find the hidden questions • If so, a pop-up window appears with the question • They communicate through IM (Instant Message) • After a question is answered the question remains available for the rest of the players of the other teams 8 ECGBL 2012 - Cork, Ireland
  • 9. Functionality to support the Student’s role [3/3] 3. Collaborating and answering the questions Options for each student: 1. Answer the question between three (3) options 2. Choose the ‘HELP’ option 3. Avoid answering the question 9 ECGBL 2012 - Cork, Ireland
  • 10. Point System Points Starting 1000 Opening a question -20 ‘HELP’ option -30 Correct answer 150 Wrong answer 0 10 ECGBL 2012 - Cork, Ireland
  • 11. End of the game The game ends… when all teams answer all the questions when the time ends 11 ECGBL 2012 - Cork, Ireland
  • 12. Awards • “Wise-Man” award: is given to the group with the most points earned. • Speed award: is given to the team that answered all the questions first. 12 ECGBL 2012 - Cork, Ireland
  • 13. Functionality to support the Teacher’s role [1/2] 1. Making groups: • How many students will participate? • In what way will they be divided into groups? 2. Configuration of parameters: • Total time • Remaining time after a team answers all the questions • Number of the groups • Number of the members of each group • Point system 13 ECGBL 2012 - Cork, Ireland
  • 14. Functionality to support the Teacher’s role [1/2] 3.Game instructions: Instructions with the rules and the goals of the game are provided 4.Running the game: Control of the game through the centered item of ‘Saturn’. 14 ECGBL 2012 - Cork, Ireland
  • 15. Virtual world – Scene 1. Initial place (platform) 2. E-MALL 15 ECGBL 2012 - Cork, Ireland 3. HTML & PHP Offices 4. Labyrinth 1 2 3 4
  • 16. Virtual objects Question objects Interactive non question objects Irrelevant objects Virtual world – Scene 16 ECGBL 2012 - Cork, Ireland Objects with hidden questions Objects with hidden questions Teleferik Teleporter
  • 17. Activity Twenty four (24) undergraduate students attending the “Internet Educational Environments” course, of the Informatics Department in our University, were divided into 2 groups of 12 Phase 1 •Faced certain technical problems •“Crash” issues •No impact to the proper execution of the game Phase 2 Success! 17 ECGBL 2012 - Cork, Ireland RedRed GreenGreen Orange BlueBlue 12 students12 students Course • Internet Educational Environments RedRed GreenGreen Orange BlueBlue 12 students12 students Evaluation • Questionnaire • Interview Phase 1 Phase 2
  • 18. Evaluation: Research Question [1/2] 0,00% 10,00% 20,00% 30,00% 40,00% 50,00% Totally agree Agree Neutral Disagree Totally disagree Did the virtual game activity improve the effectiveness of the knowledge acquisition? 18 ECGBL 2012 - Cork, Ireland
  • 19. Evaluation: Research Question [2/2] 0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00% Totally Agree Agree Neutral Disagree Totally Disagree Do the students recommend the systematically existence  of such activities in education?  19 ECGBL 2012 - Cork, Ireland
  • 20. Evaluation: Interview Comments: Innovative, pleasant, competitive, fun Handy and friendly environment “I was thrilled by the game!” Problems and Suggestions: Would prefer immediate feedback Faced technical problems 20 ECGBL 2012 - Cork, Ireland
  • 21. Conclusions • Serious games can help students to improve knowledge acquisition. • Students want such games to be part of the educational process. • It can be a strong tool for teachers to overcome educational difficulties. 21 ECGBL 2012 - Cork, Ireland
  • 22. Future Work • Exceed difficulties related to game design • Fix usability problems of advanced feature s • Second cycle of evaluation • New ways of evaluation(control and treatment group) • Insert a human agent 22 ECGBL 2012 - Cork, Ireland
  • 23. Thank you! Any questions? Contact: E-mail: ilefther@csd.auth.gr Department of Informatics Aristotle University of Thessaloniki: http://www.csd.auth.gr 23 ECGBL 2012 - Cork, Ireland

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