The Heroes, Castles, Legends and Learning Gamification project tested and developed innovative approaches to foreign language and technologies learning in secondary schools. We used Gamification strategies enhanced with Augmented Reality software in an international background to improve motivation and language learning in Contents and Language Integrated Learning (CLIL)/English as Second Language (ESL)/Deutsch als Fremdsprache (DaF) lessons and learning outcomes. The project has been hugely enriched from the application proposal thanks to the unplanned lead of Technologies teachers and the inclusion of ELE (Spanish as Foreign Language/Español como lengua extranjera) teachers. ETwinning plays a core role as preparation, repository and exchange platform.
All of our schools share as issue the need to motivate the pupils to use English in CLIL/ESL , German in DaF and Spanish in ELE clasrooms to make them effective, and we are all looking forward new teaching approaches. A Erasmus+ project including 6 different countries and teaching/learning styles enables pedagogic observations and reflection that wouldn’t be possible in a classroom of a single country, and makes possible the development of enriched instructional resources, as well as a significant boost of language, digital and soft skills among participating students.
Players/pupils provided stories to give them context as to what they are doing. The importance of learning a second language has been outlined by the students during the project as they prepared products and played the game. Challenging activities make students learn subconsciously while having entertainment and assessment/feedback was immediate: if answers are right, the game follows.
Old european traditions for the digital age
The motto of this project are the legends existing around most of the castles in Europe and the similarities they show even in very different countries, from North to South, from Baltic to Mediterranean sea. Nearly all of the legends and mythologies existing in the world are based in The Journey of the Hero pattern and archetypes, exactly the same as in most of high-end videogames.
Storytelling is an essential part of any good game, and most video games strategies, tests, trials and problem-solving can be reproduced in immersive, living size games to be played in real castles.
There is conflict, there is an imaginary world, and there is international collaboration to take advantage of the best cultural features that every country has to offer.
The main idea is the following: getting students integrated while teaching isn’t just a question of physical presence in the same classroom but it involves active cooperation among people. A good way to start active cooperation is looking for contact points, which may be found in the teenagers’ field of action, playing the kids’ favourite role: game, and more specifically, video games. All of them love games, many of them spend hours playing online video games in very large international teams or so-called Clans, and the slang linked to videogames is like a teen’s international new language. Why not to use this as English/foreign language learning enhancer?
Turning regular lessons into a game
The better games happen without adults interference according to pupils, and valuable lessons take place during free game, according to research.
Turning our regular lessons into a game needs only some creativity, additional time and effort, understanding from our school managers, and a degree of collaboration with our pupils. Some tools as Classcraft can be helpful to develop a gamified experience.
The development of a game is a complex project, and makes a great subject for conversations and to create engaging classroom activities. Pupils are eager to share their world with understanding adults and a very special relationship with them becomes after. They love to show their expertise and to find appreciation for this matter both from teachers and from peers, and emotional links get reinforced after talking with them. This leads to a boost of motivation as they feel empowered and listened to.
Origin and follow-up
A very successful Comenius project is the first version of CLILHeroes.
The 2013-1-ES1-COM06-73497-6 Comenius 2013-15 project, The Amazing Game of the Ancient European Trails (www.agaet.com) was initially based in a Project Based Learning approach, but as the stages were following we were aware of the birth of Gamification methodology not only as sales motivator in the world of marketing, but as full strategy for the classroom, and a powerful motivator and shared interest for the students of so many different countries and backgrounds. This project was one of the very few awarded as example of good practice and success story.
We felt the international group of students was speaking the same language when they were chatting about their preferences in video games or even playing together in-between the learning activities and workshops, and we realized the many possibilities of gamification when linked to CLIL and EFL/DaF in the last stage of the project -the play of the game using living counters, dresses and complements in the gardens of the Royal Palace of Caserta (Italy). We realized the importance of team building activities to scaffold and achieve the best of collaboration as well, both among the pupils attending the different learning activities of the project meetings as among the international team of teachers, and videogame-like strategies would be a creative and innovative approach for teens.
It was just this last stage which has given us the idea of improving and completing the previous one: CLILHeroes aim is extending the theme of the game to the concept of didactics, helped by dramatization and mobile technology to achieve our goals. The experience of foreign language and theater teachers shows us that asking students to act in a short sketch gives far better results than simply asking them to write or doing grammar exercises, as the motivating factor of their performance gives them the right inducement to accept the studying effort.
After research in the internet, we didn’t found enough evidence of the development of projects blending gamification and CLIL even in an international level, and we decided it was worth to launch a Erasmus+ project to develop the new ideas coming from the very last stage of the game. The collaboration among the EFL, CLIL and DaF teachers has been core, improved by the unplanned lead of technologies teachers and participation of ELE teachers (Español como lengua extranjera). Both the international team of teachers and the students of the AGAET project are longlife friends. It has been great to collaborate together again! And a new project might be approved soon: many good ideas and unexpected outcomes came up, encouraging us to write a new proposal.
Augmented Age of Inventions and Discoveries, the augmented version of CLILHeroes
An unplanned spinoff has been the use of Augmented Reality, leading to a new Erasmus+ KA229 project proposal including a more technological approach and new partners.
Mobile Augmented Reality platforms like Metaverse or Aurasma and data roaming facilities enable better interactions among teams and cultural heritage background. In games, films, theater and legends there are heroes and villains, clans and groups -even international at online video games- who collaborate to overcome risks and trials.
Another spinoff was the use of real size theatrical accessories to be found in the castles as a part of a scavenger hunt during the play of game, that will be explored by using 3D printing and coding related to foreign language learning.
Presentation of the project (please click over the image)