In this paper, we propose an environment to support collaborative modding, as a new way to learn a subject. Modding can be defined as the activi-ty to modify an existing game with dedicated tools. In a constructivist approach, we base our work on the assumption that modding a learning game can help learners to acquire the concepts of the subject concerned. We also think that modding in collaborative settings can help learners both to learn the subject and to learn to collaborate. We first propose a framework to support collaborative modding activities based on four components: the game, the Game Develop-ment Kit (GDK), contextual discussions and a knowledge map. We then pro-pose an architecture that integrates these components on a unique platform. We finally present the results of a first exploratory study that demonstrates the fea-sibility and the interest of this approach for learning and the need for integrating collaborative tools in a unique environment.

1. 1
An Environment to support
Collaborative Learning by Modding
Sébastien George1
Élise Lavoué2
Baptiste Monterrat2
EC-TEL 2013
Paphos, Cyprus
1 LIUM, Université du Maine 2 LIRIS, Université de Lyon

2. Modding
 Modding = modifying video games,
to create "mods“
 The growing potential of modding
→ settings → levels → mechanics
B. Monterrat - Université de Lyon 2

3. Modding
 Modding = modifying video games,
to create "mods“
 The growing potential of modding
→ settings → levels → mechanics
 User generated contents imply dedicated tools
Game Development Kits are
distributed with their game
Other GDK are
generic editors
B. Monterrat - Université de Lyon 3

4. 4
Educational potential of modding
Social Learning
[El-Nasr and Smith 2006] [Loh and Byun 2009]
B. Monterrat - Université de Lyon

5. 5
Educational potential of modding
Social Learning
[El-Nasr and Smith 2006] [Loh and Byun 2009]
To learn programming
[Cignoni 2001] [Scacchi 2011]
B. Monterrat - Université de Lyon

6. 6
Educational potential of modding
Social Learning
[El-Nasr and Smith 2006] [Loh and Byun 2009]
Modding could be a way to
learn the content of a game?
To learn programming
[Cignoni 2001] [Scacchi 2011]
B. Monterrat - Université de Lyon

7. 7
The “Learning Game 2.0”
GameModding
B. Monterrat - Université de Lyon
Media
2.0

8. 8
Learning
GameMedia
2.0 Modding
Learning
Game
Learning
2.0
*
B. Monterrat - Université de Lyon
The “Learning Game 2.0”

9. 9
 What are the
characteristics of a modding
activity for an educational purpose?
 Which structure / architecture / framework is required
to support collaborative learning by modding?
Research questions
Learning
GameMedia
2.0 Modding
Learning
Game
Learning
2.0
?

10. 10
The game as a collective construction
Greater involvement
Player Modder Designer
B. Monterrat - Université de Lyon

11. 11
The game as a collective construction
Greater involvement
To create a learning game is a kind of teaching,
and teaching implies to
strengthen our knowledge
Player Modder Designer
B. Monterrat - Université de Lyon

12. 12
The game as a collective construction
Greater involvement
To create a learning game is a kind of teaching,
and teaching implies to
strengthen our knowledge
Collaborative work => Collaborative learning
- Ideas sharing,
- Knowledge sharing,
- Game elements sharing
Player Modder Designer
B. Monterrat - Université de Lyon

13. 13
The structure needs to be...
...simple and expressive
Visual programming
[Stencyl et Flip]
Triggers
[Warcraft III Editor]
<Conditions> <Actions> rules
[Kodu and Game Develop]
B. Monterrat - Université de Lyon

14. 14
The structure needs to be...
...simple and expressive
Visual programming
[Stencyl et Flip]
Triggers
[Warcraft III Editor]
<Conditions> <Actions> rules
[Kodu and Game Develop]
Game engine GDK
B. Monterrat - Université de Lyon

15. 15
Knowledge map
Game elements
Contextual discussions
The structure needs to support...
...learning and collaboration

16. 16
Game elements
Contextual discussions
“Does it
lays eggs?“
platypus
“Yes, but it‘s
not a reptile!“
Knowledge map
An example
Platypus
behavior
mamals

17. 17
A proposition for
an “all in one” user interface
Discussions
List of the available
game elements
Versions manager
Preview, Edit and Play
the game

18. 18
Architecture
Knowledge
ontology
Discussions
GDK
SVN
Game engine
read
send
commit
update
Client
Server
Interface utilisateur
G-K K-D
D-G
B. Monterrat - Université de Lyon

19. 19
First Prototype
Game and GDK: Game Develop
Discussions:
An online forum
(html/php)
Files sharing and
versions updating:
Tortoise SVN
No knowledge map yet

20. 20
Study
Within an Esperanto course
2 teams of 4 students in the test group Game, GDK,
SVN, forum
2 teams of 4 students in the control group Game, GDK
B. Monterrat - Université de Lyon

21. 21
Study
Within an Esperanto course
A 4 hours activity
 An Esperanto lesson (1h)
 Playing the existing game (15 mins)
 Discuver the UI (45 mins)
 Modding (1h30 recommended)
 Playing with the evolved games (15 mins)
2 teams of 4 students in the test group Game, GDK,
SVN, forum
} Remotely
} In class
2 teams of 4 students in the control group Game, GDK
B. Monterrat - Université de Lyon

22. 22
Results
Learning while…
Playing the existing game (87%)
Looking for new contents (87%)
Modifying the game (87%)
Playing with the creations of other teams (80%)
Discuss within the team (20%)
Original creations
B. Monterrat - Université de Lyon

23. 23
Results
Learning while…
Playing the existing game (87%)
Looking for new contents (87%)
Modifying the game (87%)
Playing with the creations of other teams (80%)
Discuss within the team (20%)
A fun activity:
87% reported having fun
An easy User Interface,
with strong participation
of non-programmers
Collaborative tools
supported team work
Original creations
B. Monterrat - Université de Lyon

24. 24
New knowledge
B. Monterrat - Université de Lyon

25. 25
Conclusion
 We proposed
- an educational activity based on collaborative modding,
- an architecture and a user interface.
 We conducted a first experimentation validating the
idea that modding can be used to learn the game contents.
B. Monterrat - Université de Lyon

26. 26
Conclusion
 We proposed
- an educational activity based on collaborative modding,
- an architecture and a user interface.
 We conducted a first experimentation validating the
idea that modding can be used to learn the game contents.
 Implementation of the whole user interface
to enhance participation in discussions.
 Implementation of the
knowledge ontology.
 How much time consuming is it ?
Despite the current limitations, we hope to open
a path to educational activities more personalized and engaging.
B. Monterrat - Université de Lyon

27. 27
Thanks for your attention
baptiste.monterrat@universite-lyon.fr
Learning
Game2.0
Media
Modding
Learning
Game
Learning
2.0
*

28. 28
Examples of creations
B. Monterrat - Université de Lyon

29. 29
Types of learning
B. Monterrat - Université de Lyon