Here are the contents of the presentation as are bulleted …. Main goal of research Presentation of the Grafica Game New features which augment the SL avatars
We wanted to examine …… our aim was to …. The main goal of our research was to investigate through a 3D educational game in SL, Whether … Virtual … To see… Also …
The name of the game comes out from the following acronym
Here is the floor plan of the game space including 6 buildings and the game lobby
These are screenshots from the game activity….
And now I’ll describe the game scenario
As you can see the game is practically divided in 3 phases
But lets see how game scoring is achieved correct answer, without the use of help, corresponds to one point . E ach correct answer with the use of help corresponds only to half a point. Wrong answers don’t have a negative rating. And of course T he more questions players find, the greater the chance to get a better score P layers can anytime monitor groups' progress and score . on their screen monitor. It is obvious that the more questions players find, the greater the probability to attain a higher score for their group, simply because there are more opportunities for correct answers. The group with the highest score is the winner of the game
Apart from scoring A wards are included in this game in order (so as) to motivate and engage students even if finally they have not answered them correctly.
The Virtual objects that decorate buildings are classified into the following three categories:
and now I will describe a case study implementing the grafica game. 20 players participated in the game in groups of 5
After the implementation we needed to evaluate the whole process. So we designed a 2-phase survey that combines quantitative and qualitative techniques.
45% declared pleasant feelings during the game were pleasant , 35% stated that they were g ood, while the rest stated that the game caused no emotion . Concerning the participants' previous experience in virtual environments, 55% of them had an experience in such environments, which all related to digital games.
In general, findings revealed a positive attitude and approach towards the adoption and exploitation of 3D virtual environments utilized from game based learning techniques,
implement the teachers’ game interface to give them the ability to monitor students’ progress and their contribution to the learning process. independence from the learning subject and automated virtual content creation from predefined libraries through a properly designed web-based user interface This has already been done
Utilizing virtual worlds for game based learning: Grafica, a 3D educational game in Second Life - ICALT 2012 Rome Theodouli Terzidou
Utilizing virtual worlds for gameUtilizing virtual worlds for game
based learning: Grafica, a 3Dbased learning: Grafica, a 3D
educational game in Second Lifeeducational game in Second Life
Department of Informatics
Aristotle University of Thessaloniki
ICALT 2012 - Rome, Italy
Main goal of research
The GrAFiCA Game Scenario
Evaluation: Methodology and Results
Conclusions and Future Work
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Main GoalMain Goal
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We designed a highly interactive 3D educational game in Second Life, in
order to investigate if…
What is GrAFWhat is GrAFiiCA?CA?
System platform: Virtual environment of Second Life
Framework: Second semester course (“Multimedia
Systems”) of Informatics Department
Participants: 20 undergraduate students of Informatics
The game aims to:
increase students’ motivation for learning,
develop their collaboration skills,
guide them to construct knowledge and achieve better learning
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GraFiCA is a 3D Collaborative Virtual educational hunt Game
The virtual Game SpaceThe virtual Game Space [1/3][1/3]
Floor planFloor plan
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Game starts at Game Lobby
and takes place in…
1. Building of “Communication Tools”
2. Building of “Compression-digitization”
3. Building of “Video-Animation”
4. Building of “Hypertext”
5. Building of “Digital Image”
6. Building of “Sound”
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The virtual Game SpaceThe virtual Game Space [2/3][2/3]
The virtual Game SpaceThe virtual Game Space [3/3][3/3]
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Game scenarioGame scenario
Students have to answer questions and try to earn
points in order to help their group win the game.
The players (i.e. students) form groups.
Each group avatars wear a particular color T-Shirt
They search for the hidden questions
Questions are in form of multiple choice, based on the
course syllabus, randomly hidden in virtual objects.
The collaboration can be achieved through virtual tools
like: chat (IM, local, group), virtual world map, teleporting
There is a specific time limit.
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Game phasesGame phases
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Each group’s total score is determined by the sum of correct answers
Groups can ask for extra help, through a help button.
Correct answer = 1 point.
Correct answer + help = ½ point
And the winner is ….
The group with the highest score.
Players can anytime check groups' progress and score through a user
Terzidou T. - ICALT 2012 - Rome, Italy06.07.12
Game ScoringGame Scoring
Subject award: given to the group that has correctly answered
all questions of a subject (i.e. sound subject award).
Exploration award: given to the group that has discovered the most
questions (correct or not).
“Wise-Man” award: given to the group that has no wrong answers.
Awards also determine the winner in case of a tie.
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as a motivation tool
Game AwardsGame Awards
Virtual game elementsVirtual game elements
The Virtual objects are classified into three categories:
Question-objects: virtual objects with hidden questions.
Assistant-objects: virtual objects with extra course
material to provide players with useful information.
Dummy-objects: virtual decorative objects without content
to improve students’ Virtual exploration Skills.
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User’s interface-HUDUser’s interface-HUD
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time remaining till the end of the game
score of one’s group
scores of other groups
awards gained by the group
4 Groups of 5 users each
All players were provided with:
game manual in text format
instructions about entering the virtual world
instructions how to create her/his avatar
direct teleport link to the location of the game space island (e.g.
SLurl, Second Life URL)
in-world notecards containing all the above game instructions
and additional instructions about the use of the virtual world of
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Sample: 20 undergraduate students
Students answered an electronic survey two times:
o before and
o after the game session
Quantitative data from the questionnaires
Qualitative data was obtained from individual
interviews, personal observations, recorded videos
and from groups’ discussion logs
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90% believe that virtual worlds have the potential to be
utilized by game based learning in order to improve the
45% declared pleasant feelings, 35% good, while the rest
stated that the game caused no emotion.
55% agreed and 10% agreed completely that the virtual
game activity motivated them to study better, while 25% were
neutral and only 5% disagreed.
80% recommend the existence of such activities within their
courses, because they were pleased, entertained and
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Students’ feelings of pleasure and satisfaction
increased by 10% after their participation in the
activity, which indicates that the game activity
improved their perception about 3D virtual
Findings revealed a positive attitude and
approach towards the adoption and exploitation
of 3D virtual environments in game based
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Future WorkFuture Work
conduct variations of the GrAFiCA game, gradually improved
through the evaluation process
implement the teachers’ game interface
design pedagogical agents to assist students and support
the collaboration among group members
make the game applicable to various learning subjects by an
automated virtual content creation
make the game portable for open source virtual world
technologies, such as OpenSim.
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We plan to…
Thank you ! Questions?
LinkedIn Profile: http://gr.linkedin.com/in/theodouli
SL Name: Ego Ceriano
Department of Informatics
Aristotle University of Thessaloniki:
Multimedia lab: http://mlab.csd.auth.gr/