My presentation in ICALT Conference 2012 - Rome Utilizing virtual worlds for game based learning: Grafica, a 3D educational game in Second Life

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. ContentsContents
 Main goal of research
 The GrAFiCA Game Scenario
 Implementation
 Evaluation: Methodology and Results
 Conclusions and Future Work
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3. Main GoalMain Goal
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We designed a highly interactive 3D educational game in Second Life, in
order to investigate if…

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
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GraFiCA is a 3D Collaborative Virtual educational hunt Game

5. The virtual Game SpaceThe virtual Game Space [1/3][1/3]
Floor planFloor plan
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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”
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The virtual Game SpaceThe virtual Game Space [2/3][2/3]
BuildingsBuildings

7. The virtual Game SpaceThe virtual Game Space [3/3][3/3]
ScreenshotsScreenshots
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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.
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9. Game phasesGame phases
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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. 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.
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as a motivation tool
Game AwardsGame Awards

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.
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15. User’s interface-HUDUser’s interface-HUD
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time remaining till the end of the game
score of one’s group
scores of other groups
awards gained by the group

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
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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
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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.
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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.
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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.
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We plan to…

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/