Innovative Digital Games to Improve Science ...

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Innovative Digital Games to Improve Science Education through Storytelling, Mystery and Myth Sabina Maraffi School of Science & Technology, University of Camerino, Italy via Gentile III da Varano, Camerino (MC), Italy +393476974232 [email protected]

Francesco M. Sacerdoti e-voluzione s.r.l. via Diocleziano, 107, Naples, Italy +393355824909 [email protected]

ABSTRACT

The aim of this work is to present a learning environment based on an original digital game. This is a Computer Classroom Role Playing Game (CCRPG), specifically developed for creating realistic learning environments, with multilingual and interdisciplinary adventure pathways. Thanks to rigorous linguistic research and through the storytelling, CCRPG can respond to digital literacy for the teaching and learning of languages. GeoQuest is the Game Project to realise the CCRPG. The game is controlled by the players with a simple browser on their smartphones or tablets, connected via LAN. The computer game plays as a “web server” for the students and the local web page works as an “answering machine”. The use of a narrating voice, together with the subtitles, enhance the integration of students. Furthermore, it can ensure young people acquire social and intercultural competences, enhance critical thinking and media literacy, foster the education of disadvantaged children and young people, promote intercultural dialogue.

Keywords

Educational games; innovative teaching, digital games; Computer Classrooms Role Playing Game.

INTRODUCTION

On March 25, 2017 the European leaders reiterated the goal of a Union where young people can receive the best education and training and can study and find jobs across the continent (Declaration of the leaders of 27 member states and of the European Council, the European Parliament and the European Commission). Five scenarios were outlined for Europe by 2025 (White Paper 2017); here is an excerpt: “as language is at the root of all learning, there can be no quality education without quality language and intercultural education. All teachers, at all levels, whatever subject they teach, have an important part to play in building their learners' linguistic and intercultural repertoires” (Languages at the heart of learning, Program 2016-2019 of European Centre for the Modern Languages of the council of Europe). The projects planned are: !

Digital literacy for the teaching and learning of languages: “digital technology is still underused when it comes to language teaching and learning. This situation often arises from a lack of training. This project aims Proceedings of British DiGRA 2018

© 2018 Authors & British Digital Games Research Association BDiGRA. Personal and educational classroom use of this paper is allowed, commercial use requires specific permission from the author.

to address this teacher training need by providing the basis for a teaching methodology which integrates new technologies”. !

Learning environments where modern languages flourish: “by fostering learning environments where modern languages flourish, this project aims to place languages right at the heart of developments in education policy. Through languages, it seeks to strengthen the development of both social competences and competences for democratic citizenship.

Beginning with the Paris Declaration – adopted at the Informal Meeting of the EU Education Ministers in Paris on 17 March 2015 - European leaders wanted to boost EU-level cooperation on four overarching priorities: !

Ensuring young people acquire social, civic and intercultural competences, by promoting democratic values and fundamental rights, social inclusion and non-discrimination, as well as active citizenship

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Enhancing critical thinking and media literacy, particularly in the use of the Internet and social media, so as to develop resistance to discrimination and indoctrination

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Fostering the education of disadvantaged children and young people, by ensuring that our education and training systems address their needs

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Promoting intercultural dialogue through all forms of learning in cooperation with other relevant policies and stakeholders. (Eurydice 2016).

The ‘Education and Training 2020’ strategic framework considers foreign languages as one of the basic skills in education, following the Council conclusions of 20 May 2014 on multilingualism and the development of language competences (OJ C 183, 14.6.2014, p. 26.) (EUR-Lex - C:2014:183:TOC - EN - EUR-Lex europa.eu). Multilingualism, in the EU’s view, is an important element in Europe’s competitiveness. One of the objectives of the EU’s language policy is therefore that every European citizen should master two other languages in addition to their mother tongue. Foreign language competence is regarded as one of the basic skills that all EU citizens need to acquire in order to improve their educational and employment opportunities. The EU therefore supports the idea that every citizen should master two foreign languages in addition to his or her mother tongue (COM(2008) 0566). (Franke and Mennella 2017). The aim of this work is to present a learning environment based on an original digital game and to demonstrate that it can meet the expectations described above. This is a Computer Classroom Role Playing Game (CCRPG), specifically developed for creating realistic learning environments, with multilingual and interdisciplinary adventure pathways. Thanks to rigorous linguistic research and through the storytelling, CCRPG can respond to digital literacy for the teaching and learning of languages. Furthermore, it can ensure young people acquire social and intercultural competences, enhance critical thinking and media literacy, foster the education of disadvantaged children and young people, promote intercultural dialogue.

THEORETICAL BACKGROUND

Content and Language Integrated Learning (CLIL) refers to educational approaches that allow for improved foreign language learning in combination with content learning in a variety of (non-language) subjects, e.g. Geography, History, Sports, Maths. CLIL strongly relates to other contextualised language teaching approaches

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such as immersion education or content-based language teaching. The Research Network on CLIL and Immersion Classrooms has been active since 2006. CLIL has mainly focused on secondary (and, to some extent, tertiary) education, as a consequence of common European educational practice. (de Graaff and Cross 2017). The CLIL provides activities focused on the principle of doing with the language, that is, on the vehicular use of the language to achieve certain goals on the basis of assigned tasks. These activities are generally dealt with in a cooperative way in couple or group work (on the principle of cooperative learning) in a perspective focused on learning by doing (Cardona 2009). When learning a foreign language at school one of the greatest difficulties is that, being exposed to the studied language infrequently and having rare possibilities to use it, students need a lot of brain energy to activate the systems that process the foreign language (Paradis 2004). The threshold of activation of the second language, however, can be significantly reduced thanks to emotional involvement. "The CLIL methodology is particularly effective in terms of linguistic acquisition as it makes the use of the foreign language motivating and stimulating, which is used as a learning tool, and ensures an effective increase in the degree of exposure to the new code, which is no longer only relegated to language hours, but extends to other disciplinary areas. These two factors combine to make the CLIL methodology particularly effective for lowering the linguistic activation threshold.“ (Daloiso 2009). “Even the techniques of a playful nature can be rethought with the aim of developing and strengthening memory strategies. The glottodidactic games, based on the operative dimension of the language, and in particular on the association between the linguistic input and activities, experiences, procedural tasks, can stimulate the activation of the implicit memory. This type of memory plays a central role since it allows the memorization of the phonological and morphosyntactic aspects of the language in the form of mostly unconscious automatisms” (Fabbro 2004). Digital game-based learning and immersive English language teaching allow students to tackle tasks of reality and significant activities in immersive, augmented, simulated environments, that can stimulate a creative and effective use of the language through role-playing games and activities peer to peer. (Cinganotto, E., 2017). Moreover, Computer Assisted Language Learning (CALL) refers to any process in which the learner uses a computer to improve foreign language competence. The technology includes not only computers but also smart phones, tablets, MP3 players, and consoles. (Scott and Beadle 2014). CALL therefore includes: !

Authentic foreign language material, such as video clips, animations, webquests, podcasts, web-casts, and news etc.;

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Online environments where learners can communicate with foreign language speakers, through email, text-based computer-mediated communication (synchronous and asynchronous), social media, or voice/video conferencing;

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Language-learning tools (online apps or software), such as for phonetics, pronunciation, vocabulary, grammar and clause analysis, which may include a text-to-speech function or speech recognition, and often includes interactive and guided exercises;

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Online proprietary virtual learning environments, which offer teacher-student and peer-to-peer communication;

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Game-based learning.

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METHODOLOGY

We have developed a Computer Classroom Role Playing Game (CCRPG): GeoQuest (Maraffi, S., Paris, E. & Sacerdoti, F. M., 2017), the characteristics of which are summarised in Table 1. For a detailed description of the GeoQuest Project (disciplines, languages, learning paths, etc.), please refer to Maraffi et al. (2017) and Maraffi and Sacerdoti (2018). Characteristics

CCRPG

Immersion

Narrator voice, sound effects, photo, original designs, and music, create a completely immersive environment.

Engage

Thanks to storytelling, mystery, and suspense.

Changing environments

Adventure pathways change depending on the players’ choices.

Mystery

Each path may have a different ending and fantasy is blended with real world.

Shared experiences

All players follow the game on the same multimedial whiteboard or other screen.

Cooperative learning

Shared experiences foster cooperative learning.

Lab

Possibility to have lab activities or watch related videos.

Immediate feedback

The game engine immediately indicates whether the answer provided by the player is correct or wrong. In the latter case, the correct answer is indicated.

Interactivity

Players interact with the game trough their own smartphones or tablets, using a LAN.

Inter-disciplinarity

Science topics are treated with humanities.

Multilingual

Adventures pathways are available in any language.

Inclusion

Accessible design creates an inclusive educational environment: different communication codes (video and audio), notebooks

User friendly

Software is specific for this CCRPG and it can also be used by non-experienced teachers.

Table 1: GeoQuest’ Project features. GeoQuest is the Game Project aimed to realise Computer Classroom Role Playing Game, to be played by the whole class with a single story to be lived all together. The first adventures made are about Earth Sciences, Physics, Chemistry, Math, History, Literature, Myth and more. The adventures are multidisciplinary and multilingual (Maraffi & Sacerdoti 2016). The game is controlled by the players with a simple browser on their smartphones or tablets, connected via LAN. The computer game plays as a “web server” for the students and the local web page works as an “answering machine” (Maraffi et al 2017, Figure 1). The use of a narrating voice, together with the subtitles, enhance the integration of students. The voice can be also slowed down to simplify participation and increase comprehension of the story to “non mother-tongue” students.


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Figure 1: Screenshots on players’ smartphones for each GeoQuest adventure pathway .

GeoQuest Hawaii: Digital Storytelling and Linguistic Simplification

GeoQuest game exploits the technique of digital storytelling in an interdisciplinary context. Modern pedagogy rediscovered storytelling and demonstrated that, while not using technologically innovative teaching tools, storytelling enhances the effectiveness of information transmission. The application of digital storytelling have a positive impact especially on students’ achievement and, as to self-efficacy and attitude, it is beneficial and necessary (Kotluk, N. & Kocakaya, S., 2017).

Figure 2: In GeoQuest Hawaii players cross the boundless ocean together with the ancient Polynesian navigators.

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In GeoQuest Hawaii players cross the boundless ocean (Figure 2) together with the ancient Polynesian seafarers, guided by the stars and the stories of the elders. They land in a lush tropical island, Hawaii Big Island, and must face the wild nature (Figure 3) and the bursting volcanic eruptions (Figure 4).

Figure 3: Lava pahoehoe in Hawaii Big Island .

Figure 4: Players must face the wild nature and the bursting volcanic eruptions .

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Players will be helped by the millennial myths, through which the Hawaiians have always tried to understand the mysteries of nature. They enter the most hidden places on the island, where time seems to have stopped for the ancient villages (Figure 5).

Figure 5: Time seems to have stopped on the ancient villages. During the game, the terrible totems (Figure 6) come to life, which reveal incredible stories and habits now forgotten. The adventure pathway is enriched by very suggestive original images and music (Figure 7), contributing to the engagement of digital storytelling.

Figure 6: Terrible totems come to life, which reveal incredible stories and habits now forgotten.

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Figure 7: Original images and music, contributing to the engagement of digital storytelling.

In GeoQuest Hawaii path, linguistic simplification was tried for the first time. By linguistic simplification we do not mean a mechanical syntactic or lexical impoverishment, operated automatically. Instead, we mean a careful work of linguistic expediency, operated wisely to allow a more immediate and effective use, without altering the due complexity, typical of the spoken language, the idioms, the sentences characteristic of a certain language. In fact, it would not be possible to think of an effective learning if one intervenes by altering the characteristics of the language, which are not lost, but are more easily enjoyed. As Mahmoud (2014) also asserts, linguistic simplification by caretakers and language teachers needs to be distinguished from the simplification of the learning task by the learners.

GeoQuest Iceland Promotes Intercultural Dialogue through a Joint Project by Science on Stage Europe The GeoQuest Iceland adventure pathway was created as part of a Joint Project between Italy and Iceland, sponsored by Science on Stage Europe, which is a network of and for STEM teachers of all school levels. It provides a platform for the exchange of teaching ideas and highlights the importance of science and technology in schools and among the public. Then the path was made together with Icelandic teachers, who drew on the extensive material of the Norse Sagas (Figure 8).

Students find themselves in unusual contexts and come into contact with cultures that are completely different from their own. The most interesting thing is that, in this way, they learn the way in which the various peoples have tried to respond to the mysteries of nature. In the digital CCRPG players discover the scientific answers to these mysteries, through educational videos too.

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Figure 8: In GeoQuest Iceland the Norse Sagas set in the sixteenth century come to life.

RESULTS

All GeoQuest Project was tested during a PhD research lasting three years. The total research sample consisted of 40 classes, from primary schools to university, for a total

GeoQuest Hawaii samples 10 PRE

POST

POST Control group

8,3

7,5

learning level

PRE Control group

5

2,5

0

1

0,8

1,5

Difference between average values measured in pre-tests and post-tests

Figure 9: GeoQuest Hawaii experience with CLIL approach and linguistic simplification: learning level measured before (PRE) and after (POST) game experimentation, compared to the results of the control group.

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of 914 students. Within this sample, 32 classes (731 students) have experimented with the CCRPG and 8 classes (183 students) had a lesson with traditional methodology: frontal lesson, supported by interactive multimedia whiteboard, photos and videos. There was a definitive quantitative experimentation, for a total of 380 students (303 students with CCRPG, 77 students as control group), whose excellent results are described in detail in Maraffi & Sacerdoti, 2018. Here it is interesting to dwell on the results of GeoQuest Hawaii experience, obtained on two classes of students aged between 15 and 18 years old. These results are satisfactory because the Hawaii path particularly cared about storytelling and has undergone linguistic simplification. The learning outcomes measured before and after GeoQuest Hawaii experience, compared to the results of the control group, are brilliant. In Figure 9 we can see that the number of correct answers provided by the students goes from 1/10 exact answer in the pre-test to 8.3/10 answers in the post test. Questions are about scientific topics. Students satisfaction 10,0

GeoQuest finding Smartphone use

Immersive environment

Students’ evaluation

7,5

5,0

2,5

0,0

Average of students satisfaction

Figure 10: Students’ satisfaction (Maraffi & Sacerdoti 2018). Figures 10 points out the students' satisfaction, regarding the overall experience with our Computer Classroom Role Playing Game, the learning environment and the use of smartphones. In this case students were asked to express an evaluation from 1 to 10. The evaluations are fully positive (> 6). The immersive environment is judged effective by all the students (media = 8; mode = 7); more than half of the students evaluate the use of smartphones with a value higher than 9, the majority giving a rating of 10 (Figure 11). A more detailed analysis (Table 2) shows the overall experience with the CCRPG GeoQuest is evaluated by students with average rating of 8,2 (media = 8,2); the majority of students provided a value of 8 (mode = 8).

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Students Satisfaction

GeoQuest finding

Immersive environment

Smartphone use

Media

8,2

8,2

9,1

Median

8

8

10

Mode

8

7

10

Table 2: Media, median and mode values for students’ satisfactions (Maraffi & Sacerdoti 2018).

a) GeoQuest finding

b) Immersive environment

c) Smartphone use

60,0

40,0

40,0

30,0

30,0

20,0

20,0

10,0

10,0

45,0

30,0

15,0

0,0

0

2

4

6

8

10

0,0

0

2

4

6

8

10

0,0

0

2

4

6

8

10

Figure 11: Percentage of relative frequency for students satisfaction (Maraffi & Sacerdoti 2018).

DISCUSSION

It should be noted that student judgments are not dispersed, but homogeneously concentrated in the area of excellence. Naturally, the use of technological tools constitutes an engagement for the students and in fact the appreciation is highest (median = 10; mode = 10). In Figure 9 we note that the starting level of students' knowledge about Science topics is very low. This is because traditional teaching is generally not very stimulating and scientific arguments are not very successful at school (OECD 2015). The control group achieves modest results after the teaching intervention, even if multimedia tools, such as Multimedial Interactive Whiteboard, videos, PowerPoint, etc., have been used. Instead, the group that has experienced the CCRPG reaches learning outcomes really satisfying. We can conclude that it is not the multimedia tool itself to give a more profitable learning environment, but engaging and interactivity, that you can have with the Computer Classrooms Role Playing Game GeoQuest.

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Storytelling Enhances the Effectiveness of Information Transmission For thousands of years people have been telling stories to each other. They told stories by the campfires, they traveled from town to town telling stories to tell the news of the day, they have told stories transmitted by electronic means to passive audiences incapable of doing anything but listening (and watching). Whatever the means, and whatever the venue, storytelling seems to play a major role in human interaction (Schank & Abelson 1995). Modern pedagogy rediscovered storytelling and demonstrated that, while not using technologically innovative teaching tools, storytelling enhances the effectiveness of information transmission. The application of digital storytelling have a positive impact especially on students‟ achievement and, as to self-efficacy and attitude, it is beneficial and necessary (Kotluk, N. & Kocakaya, S. 2017).

In GeoQuest Hawaii the technology of Digital Storytelling is particularly taken care of and permeates the whole game path. This explains how the learning environment has been pleasant and engaging (Figure 10 and Figure 11). The difference between the narratives found in digital games and those found in other media, such as books and movies, changes the level of engagement. In other media, the person engaged in the narrative is seen as a passive consumer and has no impact on the outcome of the narrative (Maraffi & Sacerdoti 2017).

Accessible Design Creates an Inclusive Educational Environment.

Universal Design for Learning (UDL) can be used in classrooms for inclusive instruction of general education and special education students, allowing general education students access to multiple ways of learning and creating a greater sense of belonging for students with special needs (https://www.educationdive.com). Effective game-based learning should provide a 2D learning environment, immersive and digital made. The design takes advantage of the benefits of games that provide immersion-in-context, rewards for correctness, and immediate feedback in response to student interaction (Bursztyn et al. 2016). Serious games are embedded with special education teaching/learning strategies and other elements that satisfy the special needs of persons with developmental disabilities (Kwon & Lee 2016). Kato et al. (2008) show that games can increase self-efficacy of children with health disabilities and ultimately lead to behaviour change. Serious games can be an effective training method for persons with developmental disabilities because they utilise learning and teaching strategies commonly used in special education (Kwon & Lee 2016). Narratives that integrate the storyline with goal learning increase enjoyment, immersion in the learning context, and learner motivation. Participants can develop emotional connections with characters. Continuous feedback and rewards for progress are critical for shaping behaviour in serious games as learners work towards achieving challenging goals (Whyte et al. 2015). Players can be motivated by their own curiosity when the game’s storyline provides mysteries that allow for exploration (Garris et al. 2002). Our game is designed to be played by the whole class, and to foster collaborative learning, we created a group-role game (every player choose a group to participate with) and the relative role characteristics. Furthermore, the class players move all together through the path. The learning environment helps collaboration among all players (Maraffi & Sacerdoti 2017). Ii is inclusive: the accessible design creates an inclusive learning environment. Every adventure has specific notebooks (Compensatory Instruments) and multi-sensor stimuli (Assistive Instruments).

GeoQuest CCRPG is Ideal for Teaching with Content and Language Integrated Learning In order for language learning to occur, it is necessary to have a wide exposure to L2, i.e. that the learner receives a quantitatively and qualitatively rich input. Krashen

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(1981, 1994) emphasises in particular the importance, for the learner, of being exposed to understandable input, to oral or written language models including structures belonging to an acquisition stage immediately following the one in which find the interlingua of the learner, that is. Therefore the CLIL approach reduces the results of disciplinary learning, if conveyed by lessons supported by multimedia tools; instead with the CCRPG you can obtain the learning (fluent understanding) of the foreign language, without decreasing the learning of the contents and the competences proper of the various subjects. Learning results highlighted in Figure 9 show that GeoQuest CCRPG is ideal for teaching with Content and Language Integrated Learning (CLIL) methodology: the narrative voice, the subtitles and the proposed activities are provided in several different languages (more than 30).

CONCLUSION Our innovative Digital Game, GeoQuest, encouraging collaborative learning, promotes the acquisition of key citizenship skills. It fosters the curiosity and the knowledge of others, conveying customs and traditions of different people. It ensures young people acquire social, civic and intercultural competences, by promoting social inclusion and active citizenship. The appropriate use of digital devices, such as smartphones and tablets, with which players interact with the game, enhances critical thinking and media literacy, as well as digital technical skills. Inclusion, reached thanks to the accessible design, fosters the education of disadvantaged children and young people, by ensuring that our education and training systems address their needs. The variety of adventure pathways set in places and at different times promotes intercultural dialogue. In conclusion, GeoQuest responds to the latest European requests, improves learning and is fun in a healthy way. Our CCRPG is user friendly, so it gives the possibility for everyone to create new stories and new paths. Finally, the positive experience with GeoQuest Project attracted a series of further related projects. We have already developed some Apps for education to correct behaviour during emergencies, diversified by age and subject (seismic emergencies and volcanic emergencies in particular), and others have already been requested. We have also been requested to apply the CCRPG to tourism, with the creation of adventure pathways that allow the fruition of the Italian and foreign natural and artistic heritage.

ACKNOWLEDGMENTS

We wish to thank Dr. Annalisa Raffone, from the “L’Orientale” University of Naples, Italy, for the linguistic simplification work made to the English version of GeoQuest Hawaii.

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