an environment to support collaborative learning by modding
DESCRIPTION
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.TRANSCRIPT
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An Environment to support Collaborative Learning by Modding
Sébastien George1
Élise Lavoué2
Baptiste Monterrat2
EC-TEL 2013Paphos, Cyprus
1 LIUM, Université du Maine 2 LIRIS, Université de Lyon
Modding
Modding = modifying video games,
to create "mods“
The growing potential of modding
→ settings → levels → mechanics
B. Monterrat - Université de Lyon 2
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 gameOther GDK are
generic editors
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Educational potential of modding
Social Learning[El-Nasr and Smith 2006] [Loh and Byun 2009]
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Educational potential of modding
Social Learning[El-Nasr and Smith 2006] [Loh and Byun 2009]
To learn programming[Cignoni 2001] [Scacchi 2011]
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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]
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The “Learning Game 2.0”
GameModding
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Media2.0
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Learning
GameMedia2.0 Modding
LearningGame
Learning2.0
*
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The “Learning Game 2.0”
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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
GameMedia2.0 Modding
LearningGame
Learning2.0
?
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The game as a collective construction
Greater involvementPlayer Modder Designer
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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
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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
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The structure needs to be...
...simple and expressive
Visual programming[Stencyl et Flip]
Triggers[Warcraft III Editor]
<Conditions> <Actions> rules[Kodu and Game Develop]
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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
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15Knowledge map
Game elements
Contextual discussions
The structure needs to support...
...learning and collaboration
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Game elements
Contextual discussions
“Does it lays eggs?“
platypus
“Yes, but it‘s not a reptile!“
Knowledge map
An example
Platypus behavior
mamals
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A proposition foran “all in one” user interface
DiscussionsList of the available game elements
Versions manager
Preview, Edit and Play the game
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Architecture
Knowledge
ontology
Discussions
GDK
SVN
Game engine
read
send
commit
update
Client
Server
Interface utilisateur
G-KK-D
D-G
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First Prototype
Game and GDK: Game DevelopDiscussions:
An online forum(html/php)
Files sharing and versions updating:
Tortoise SVN
No knowledge map yet
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StudyWithin an Esperanto course
2 teams of 4 students in the test groupGame, GDK,
SVN, forum
2 teams of 4 students in the control group Game, GDK
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StudyWithin 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 groupGame, GDK,
SVN, forum
} Remotely
} In class
2 teams of 4 students in the control group Game, GDK
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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
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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 toolssupported team work
Original creations
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New knowledge
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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.
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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 interfaceto enhance participation in discussions.
Implementation of theknowledge ontology.
How much time consuming is it ?
Despite the current limitations, we hope to open a path to educational activities more personalized and engaging.
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Thanks for your attention
Learning
Game2.0Media
Modding
LearningGame
Learning2.0
*
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Examples of creations
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Types of learning
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