Deliverables

WORK PACKAGE 1: THEORY OF GAMES DESIGN

Intellectual Output 1: Theory of Games Design
Lead partner: Istanbul University Cerrahpasa, Turkey.

The general aim is to construct sound knowledge about why and how to make use of games in 2D and 3D virtual environments for language training in different contexts. The theory of game design focuses on creating and applying games for language acquisition in immersive environments. The target of this IO are all parties who have an interest in promoting or experiencing language learning within schools.

Intellectual Output 2: Game Design of Global Simulations
Lead partner: The University of Central Lancashire, UK, (UCLan).

This IO will explore how an application created by 3DLES can enable users to connect previously separated immersive environments via a collaborative game. Target groups from the different partner countries will thus be able to work together in one virtual world (i.e. Minecraft) in order to communicate in a target language and participate in authentic simulations and collaborative projects involving the identification of solutions to problems. Based on this telecollaborative approach, this IO will clearly identify examples of best practice alongside the challenges and opportunities for the field of language learning as a result of technology-mediated project-based learning approaches in immersive environments.

Intellectual Output 3: VILLAGE Report: A Summary of Experiences from Training Courses
Lead partner:
LeTs talk online sprl, Belgium.

The goal of EVO ViLLAGE, which was run by a group of volunteer moderators in the virtual world of Second Life, was to train the participants to create their own games. These language learning activity games ranged from board games to global simulations. Participants were shown how to build and script from scratch. This report informs the partners in the project of the challenges encountered and the outcomes.

Intellectual Output 4: Categorising Games
Lead partner: The University of Central Lancashire, UK (UCLan).

The general aim is to construct sound knowledge about why and how to make use of games in 2D and 3D virtual environments for language training in different contexts. The theory of game design focuses on creating and applying games for language acquisition in immersive environments. The target of this IO are all parties who have an interest in promoting or experiencing language learning within schools.

Intellectual Output 5: Guidelines for Language Teachers
Lead partner: Istanbul University Cerrahpasa, Turkey.

The general aim is to construct sound knowledge about why and how to make use of games in 2D and 3D virtual environments for language training in different contexts. The theory of game design focuses on creating and applying games for language acquisition in immersive environments. The target of this IO are all parties who have an interest in promoting or experiencing language learning within schools.

WORK PACKAGE 2: BEST PRACTICE GAMES
Lead partner: LeTs talk online, Belgium.

Intellectual Output 6: Games for Field Testing
Lead partner: 3D Learning Experience Services, The Netherlands.

The games built in this IO aim to connect different virtual worlds and let the pupils or students telecollaborate with each other through, for example, using a shared scoreboard, shared communication and other means we will explore during the project. The GUINEVERE Virtual World, built in OpenSimulator, will be the main area for developing the games. During and after the development time, this virtual world will be connected to other existing projects (so called grids) in Europe which also run the OpenSimulator software, in order to easily exchange information and accept virtual visitors from the other ‚grids‘.

Intellectual Output 7: Video Games: Minecraft and Language Learning
Lead partner: The University of Central Lancashire (UCLan), UK.

Minecraft first came to prominence in around 2009 and has since developed via its educational version into a game used by over 30 million players, particularly those the primary and secondary school age range. The game’s influence derives primarily from its ability to allow children to build and create new structures using a process of trial and error or learning from experience. Minecraft lends itself to project-based learning in particular in which users can carry out a series of creative tasks either alone or in multiplayer mode. In the context of language learning, these tasks and projects can be conducted in a foreign language and aid role-playing. In this IO UCLAN will engage and evaluate a primary school in the UK that has been using Minecraft for project-based learning and work with them to develop an approach which uses the virtual world to develop foreign language learning in French or Spanish. This will be set in the context of existing research on the field and machinima will be used by the learners to capture key learning episodes and examples of tasks that have been developed in-world.

Intellectual Output 8: Training of Project Partners on How to Create Games
Lead Partner: LeTs talk online sprl, Belgium.

All project partners will attend a workshop conducted by LETS about the technical aspects of how to create games. A training kit will be developed to assist the partners with the basics of how to build and script in the various virtual worlds which are part of this project. This includes guidance on how to enter Minecraft or how to enter an OpenSim Installation or Second Life.

Intellectual Output 9: Tool for Customising App Content
Lead Partner: Istanbul University Cerrahpasa, Turkey.

The University of Istanbul will take the lead in this IO to develop a vocabulary training app with gamified and social aspects which allows teachers to add their own content using their mobile devices. This enables teachers to prepare individually for their lessons and reuse aspects and results from other areas of their own games.

Intellectual Output 10: Database for Gamification
Lead Partner: 3D Learning Experience Services, The Netherlands.

All of the events during the field test and during the pilots are being recorded and become an important list of outputs of the project. All data of the games which are being played by learners will be stored in a database and can later on be analysed as to the linguistic output. In order to get data from the virtual worlds into the database, all gamified objects and games will be scripted to send information through a web portal to the database. This will be information about the user(s), date and time, group info, final results, etc. of the game(s) will add analytics dimension to the project and will enable some learner profiling to take place in order to help at risk or weaker learners and lead to an instructor intervention.

WORK PACKAGE 3: FIELD TESTING
Lead Partner: The University of Central Lancashire, UK.

Intellectual Output 11: Field Testing
Lead Partner: The University of Central Lancashire, UK.

The report will document the logistics of each field test: date, time, number of students etc. These data will be correlated by the IO leader to produce an overall profile of the tests that have been carried out. As well as a questionnaire, or in some instances in place of a questionnaire, focus group discussions will be held as part of the field test event. The purpose of the discussions will be to gain a deeper insight into the response to the games in order to supplement the information gained through the questionnaires. These will be written up as summary reports.

WORK PACKAGE 4: TEACHER TRAINING
Lead Partner: Italian University Line, Italy.

Intellectual Output 14: Teacher Training Course Development
Lead Partner: Italian University Line, Italy.

I014 will capitalise on the technical guidelines produced in IO4, and 05 and information received from the field testing in IO11 to create a teacher training package to enable teachers to create and use games effectively in a variety of situations. UCLAN operates as a certifying body for teaching and teacher training courses as well as examination suites and materials.

Intellectual Output 16: Teacher Training Course 2 with Modified Material
Lead Partner: Italian University Line, Italy.

The prime aim of the course was to train teachers how to produce and implement games. Trainees were to use the guidelines and the samples as a starting point for their own production and be encouraged to keep a self-reflection document of their process both as creators and of the final use in the classroom.

Intellectual Output 17: Teacher Training Report
Lead Partner: Italian University Line, Italy.

Feedback was invited from trainees to be collated and analysed in the form of an extensive teacher training report to be disseminated to the project partners and beyond.