See more info: http://gti.upf.edu http://gti.upf.edu/questinsitu

1. Design of Gamified Activities for
Multiple Spaces: Puzzles and
QuestInSitu Routes
Javier Melero, Patricia Santos, et al.
Department of Information and Communication Technologies
Universitat Pompeu Fabra
EEE Project Meeting, September 12, 2012

2. Outline
1. Introduction
2. Designing Puzzle Games
• Conceptual Model
• Prototypes
• Authoring tool
3. In Situ Experiments
• MNAC & Campus Pilot
• QuestInSitu
• 2012 EEE Scenarios
• Research Questions and Goals
4. Next Steps
5. Questions
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3. 1 Introduction
• GBL: computer games as instructional tools, motivation towards learning & active
learning
• Puzzle Games: Problem-solving games. Arrangement of a set of given “pieces”
into a single, well-fitting “structure” (board containing slots) with the following
characteristics:
• Independence
• Generality
• Simplicity
• Eureka factor
• Entertainment factor
• Puzzle games are not tied to a specific type of interaction (multiple “spaces”)
.
• Ad-hoc Games Vs. Teachers as a designers and creators
How Can We Support Teachers in the Design of Multiple
Spaces Puzzle Games ?
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4. 2 Designing Puzzle Games
Introduction
A framework for evaluation educational games [de Freitas & Oliver, 2006]
Physical / Concrete Objects Processes of Learning: models and
vs. theories for supporting learning with
Symbolic Representations technology
Abstract Spatial
objects/concepts Exploration
Virtual - Tangible - In Situ
Learners’ attributes
Where play/learning takes place:
Indoors - outdoors
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5. 2 Designing Puzzle Games
Introduction
Game Achievement Model [Amory & Seagram, 2003] & Educational Modelling
Languages (IMS LD)
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6. 2 Designing Puzzle Games
Conceptual Model
Conceptual Model for Designing Puzzle Games
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7. 2 Designing Puzzle Games
Prototypes
Evaluating the Feasibility and Expressiveness of the Conceptual Model
Programming
Fundamentals
Computer
Architecture
Computer
Architecture
English
Vocabulary
Periodic Table
of Elements
ICT-related
Concepts
Computing
Network
Contemporary
Art
Campus 2012
In Situ Interactions
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8. 2 Designing Puzzle Games
Authoring Tool
Paper Prototyping & Authoring tool
•Proof of Concept
•Generates the XML Binding: information that
describes how the elements of the conceptual
model are represented as a set of XML elements
•Interoperable educational modelling languages
•Integrating puzzle games in wider learning flows
Is it better to consider specific authoring
tools for each type of puzzle game?
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9. 3 In Situ Experiments
MNAC Game
Co-designed puzzle game
•Cristina Novoa, Escola Pia de Sant Boi del
Llobregat (Barcelona)
•Activity of Contemporary Art at the National Art
Museum of Cataluña (MNAC)
•“Gamified” Questionnaire:
• The game consists in a virtual map
containing different gaps
• Each gap (represented by a puzzle
piece) shows where the questions are in
the different rooms
• Once a question has been answered the
puzzle piece changes its colour: green
(correct answer) – red (incorrect)
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10. 3 In Situ Experiments
Campus Pilot
Pilot Experiment
•Learn about the research groups of the DTIC – UPF
•Exploring the UPF – Tànger building
•Use of Smartphones and QR-Codes
•The game for EEE – Campus 2012
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11. 3 In Situ Experiments
QuesTInSitu
QuesTInSitu: An App for Supporting Assessment in Situ
• QuesTInSitu is a system designed to support “Assessment in situ”; that means
activities where the questions of a test have to be answered in front of a related real
location (in situ) [1].
• Teachers can create geo-located QTI questions and tests (routes), and students answer
the tests using a mobile device with GPS and 3G.
[1] Santos, P., Pérez-Sanagustín, M., Hernández-Leo, D. & Blat, J. (2011). QuesTInSitu: From tests to routes
for assessment in situ activities. Computers & Education, 57 (4), 2517-2534. 11

12. 3 In Situ Experiments
QuesTInSitu: 2012 EEE Scenarios
Exploring the History, Art and Architecture of Girona
•53 Bachelor students explored the city observing and interacting with the architecture and
the street furniture with the aim of putting in practice urbanism and history skills
•The teacher created a route of 70 geo-located questions, and monitor the activity in real
time using an IPAD
Videos of the activity (TV3 channel):
http://www.tv3.cat/videos/4015110/Telenoticies-Girona-23032012 (Start 2′ 30”)
http://www.tv3.cat/videos/4015290/Telenoticies-Barcelona-23032012 (Start 16′ 55”) 12

13. 3 In Situ Experiments
QuesTInSitu: 2012 EEE Scenarios
Assessing Botany in situ
•The professor created a route where 50 university students had to answer questions in
situ observing the Barcelona botany garden, and finding, touching and measuring
specific plants.
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14. 3 In Situ Experiments
QuesTInSitu: 2012 EEE Scenarios
A literature adventure in
situ
•A group of 20 senior learners (~70
years old), members of a literature
group, created two routes with the
aim of proposing questions about
facts of a literature novel set in a
district of Barcelona.
http://www.youtube.com/watch?v=7w29vfCZOJ0&feature=youtu.be
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15. 3 In Situ Experiments
QuesTInSitu: Research Questions and Goals
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16. 4 Next Steps
• Analysis of results
• Submission of papers
• Integrating LdShake with
• QuesTInSitu
• Puzzle Game Authoring Tools
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17. 4 Next Steps
LdShake + QuesTInSitu & Puzzle Game Authoring Tools
• LdShake: A Web 2.0 tool for the social sharing and co-editing of
learning design solutions
http://ldshake.upf.edu
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18. 5 Questions?
THANK YOU!!
Questions, suggestions, doubts??
Javier Melero & Patricia Santos
javier.melero@upf.edu
patricia.santos@upf.edu
GTI QuesTInSitu
Interactive Technologies Group (GTI) http://gti.upf.edu/questinsitu
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