Telecollaborative games for youngsters: impact on motivation
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Presentatioon held at EuroCALL 2016 within the symposium Virtual Worlds and Serious Games in Foreign Language Education
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Telecollaborative games for youngsters: impact on motivation
- 1. Telecollaborative games for youngsters: impact on motivation Kristi Jauregi
- 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).
- 3. TILA 3 Telecollaboration Intercultural Language Acquisition “Internet-based intercultural exchange between groups of learners of different cultural / national backgrounds set up in an institutional blended-learning context with the aim of developing both language skills and intercultural communicative competence” (Guth & Helm, 2012: 42) Funded by the European Commission
- 4. Telecollaborative Game In OpenSim 4 With an intercultural dimension in the interaction Game & Gamification elements: points & time
- 5. Research question • How do telecollaborative games played cross- culturally in OpenSim influence learners’ motivation?
- 6. © 2015 TILA Ashcombe College (UK) Pleincollege Nuenen (NL) 6 pupils from a Dutch school Participants 6 pupils from a British school All learning German (A1/A2)
- 7. © 2015 TILA 3 cross-cultural teams were created consisting of: The 3 teams played the German cultural game at the same time. For each team a separate game space was created. Ashcombe College (UK) Pleincollege Nuenen (NL) Participants 2 British pupils 2 Dutch pupils
- 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.
- 10. Videoclip game area 1 & 2
- 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
- 12. Videoclip game 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.
- 16. Videoclip game area 4 & 5
- 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)
- 21. Co-presence, ease & self-awareness
- 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
- 26. Thank you for your attention 26 K. jauregi@uu.nl
Notas do Editor
- But let’s have a look at those terms
- 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.