Utilizing virtual worlds for gameUtilizing virtual worlds for game
based learning: Grafica, a 3Dbased learning: Grafica, a...
ContentsContents
 Main goal of research
 The GrAFiCA Game Scenario
 Implementation
 Evaluation: Methodology and Result...
Main GoalMain Goal
06.07.12 Terzidou T. - ICALT 2012- Rome, Italy3
We designed a highly interactive 3D educational game in...
What is GrAFWhat is GrAFiiCA?CA?
 System platform: Virtual environment of Second Life
 Framework: Second semester course...
The virtual Game SpaceThe virtual Game Space [1/3][1/3]
Floor planFloor plan
06.07.12 Terzidou T. - ICALT 2012 - Rome, Ita...
Game starts at Game Lobby
and takes place in…
1. Building of “Communication Tools”
2. Building of “Compression-digitizatio...
The virtual Game SpaceThe virtual Game Space [3/3][3/3]
ScreenshotsScreenshots
06.07.12 ICALT 2012 - Rome, Italy7
Game scenarioGame scenario
Students have to answer questions and try to earn
points in order to help their group win the g...
Game phasesGame phases
06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy9
 Each group’s total score is determined by the sum of correct answers
given.
 Groups can ask for extra help, through a h...
Subject award: given to the group that has correctly answered
all questions of a subject (i.e. sound subject award).
Exp...
Virtual game elementsVirtual game elements
The Virtual objects are classified into three categories:
Question-objects: vi...
06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy13
06.07.12 ICALT 2012 - Rome, Italy14
User’s interface-HUDUser’s interface-HUD
06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy15
time remaining till the end of ...
ImplementationImplementation
 20 Players
 4 Groups of 5 users each
All players were provided with:
 game manual in text...
EvaluationEvaluation [1/2][1/2]
MethodologyMethodology
 Sample: 20 undergraduate students
 Students answered an electron...
EvaluationEvaluation [2/2][2/2]
ResultsResults
 90% believe that virtual worlds have the potential to be
utilized by game...
ConclusionsConclusions
 Students’ feelings of pleasure and satisfaction
increased by 10% after their participation in the...
Future WorkFuture Work
 conduct variations of the GrAFiCA game, gradually improved
through the evaluation process
 imple...
21
Thank you ! Questions?
Contact:
E-mail:
lterz@csd.auth.gr
LinkedIn Profile: http://gr.linkedin.com/in/theodouli
Twitter...
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Utilizing virtual worlds for game based learning: Grafica, a 3D educational game in Second Life - ICALT 2012 Rome Theodouli Terzidou

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Utilizing virtual worlds for game based learning: Grafica, a 3D educational game in Second Life

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  • 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

    1. 1. 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 Greece Theodouli Terzidou Thrasyvoulos Tsiatsos Antonia Dae Odysseas Samaras Apostolia Chasanidou ICALT 2012 - Rome, Italy
    2. 2. ContentsContents  Main goal of research  The GrAFiCA Game Scenario  Implementation  Evaluation: Methodology and Results  Conclusions and Future Work 06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy2
    3. 3. Main GoalMain Goal 06.07.12 Terzidou T. - ICALT 2012- Rome, Italy3 We designed a highly interactive 3D educational game in Second Life, in order to investigate if…
    4. 4. 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 Faculty The game aims to:  increase students’ motivation for learning,  develop their collaboration skills,  guide them to construct knowledge and achieve better learning 06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy4 GraFiCA is a 3D Collaborative Virtual educational hunt Game
    5. 5. The virtual Game SpaceThe virtual Game Space [1/3][1/3] Floor planFloor plan 06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy5
    6. 6. 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” 06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy6 The virtual Game SpaceThe virtual Game Space [2/3][2/3] BuildingsBuildings
    7. 7. The virtual Game SpaceThe virtual Game Space [3/3][3/3] ScreenshotsScreenshots 06.07.12 ICALT 2012 - Rome, Italy7
    8. 8. 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. 06.07.128 Terzidou T. - ICALT 2012 - Rome, Italy
    9. 9. Game phasesGame phases 06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy9
    10. 10.  Each group’s total score is determined by the sum of correct answers given.  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 interface HUD. Terzidou T. - ICALT 2012 - Rome, Italy06.07.12 Game ScoringGame Scoring
    11. 11. 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. 06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy11 as a motivation tool Game AwardsGame Awards
    12. 12. 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. 06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy12
    13. 13. 06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy13
    14. 14. 06.07.12 ICALT 2012 - Rome, Italy14
    15. 15. User’s interface-HUDUser’s interface-HUD 06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy15 time remaining till the end of the game score of one’s group scores of other groups awards gained by the group
    16. 16. ImplementationImplementation  20 Players  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 Second Life 06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy16
    17. 17. EvaluationEvaluation [1/2][1/2] MethodologyMethodology  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 06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy17
    18. 18. EvaluationEvaluation [2/2][2/2] ResultsResults  90% believe that virtual worlds have the potential to be utilized by game based learning in order to improve the knowledge acquisition.  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 additionally facilitated. 06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy18
    19. 19. ConclusionsConclusions  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 environments.  Findings revealed a positive attitude and approach towards the adoption and exploitation of 3D virtual environments in game based learning. 06.07.12 Terzidou T. - ICALT 2012 - Rome, Italy19
    20. 20. 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. 06.07.12 Terzidou T. - CALT 2012 - Rome, Italy20 We plan to…
    21. 21. 21 Thank you ! Questions? Contact: E-mail: lterz@csd.auth.gr LinkedIn Profile: http://gr.linkedin.com/in/theodouli Twitter: LiaEgw SL Name: Ego Ceriano Department of Informatics Aristotle University of Thessaloniki: http://www.csd.auth.gr Multimedia lab: http://mlab.csd.auth.gr/

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