O2_Booklet of rules

 

The rules came after a close analysis made by the whole team of students and teachers of the most popular video games and their mechanics. The draft of rules was tested and refined after every play of the game, and the following edition was enriched with new ideas and contributions.

They are included in the printed edition of methodology guide and common legend for practical reasons (enough number of pages for professional binding).

Sets of questions used in pdf format can be downloaded here https://goo.gl/VEZvLp They can be printed to replicate the game without digital means.

Click over the pictures to check the rules and playing cards in .pdf

Link to access Rules

Link to access Playing Cards

A simple leader board was produced to play indoor: it can be printed or displayed in a screen and used whenever it is not available IT support. Click over the picture to download the board.

 

Teachers and students decided to create a nearly finished framework of rules in Malta because the Turkish project meeting was delayed to the next school year. They all worked very hard in the workshops to get a good game prototype to be tested in the following stages of the game (learning activities).
A first indoor version was the prototype of a second outdoor version with printed questions and Kahoot as supporting platform. Students wearing tale-inspired dresses (a Knight, a Sorceress, a Sultan, a Princess, a Greek Hero and a Ghost) were the voice of each group and human counters.
The indoor version with Kahoot! As supporting platform was considered by the the whole team of teachers and students as very successful and validated. It depends anyway on student’s mobile availability and data connectivity. A technologies teacher tried to integrate Kahoot! and a external leaderboard but was not possible, so track of results and group progress should be done manually.

The printed version to be used outdoor revealed as somehow slow and boresome, introducing many possibilities of mistake at tracking results manually by a referee (teacher). Students cannot differentiate the role of teachers and referees of the game.

Indoor optimal game duration was set on around 20 minutes and groups to 4 members. A first set of questions made by students was tested. After, teachers decided to refine and improve the proposal using the most suitable questions, and including some grammar, vocabulary and riddles quizzes to include a scaffolding approach.

We decided to test a traditional version of the game using printed copies as backup and a dull notebook to track manually results but the game revealed as very messy and difficult to manage. After some failed attempts, we tracked some scores and who was the winning team for the leaderboard, to be updated manually. Students and teachers didn’t like to don’t get immediate feedback of scores and leaderboard.

The group of students was very large (around 50), some of them had not the English skills required to follow instructions and acoustics were not good enough to understand questions and tracking. Loudspeakers were not an option because reverberation issues. Students needed to read somehow the questions to fully understand them. Teachers tracking results couldn’t help with group management.

Some students were too excited after long hours working on indoor workshops and by not hearing well questions and answers. Misuse of mobile was an issue too. Students tend also to follow their own teachers, ignoring instructions to consider the whole group of teachers as a team and to stick to their own groups, not their own school’s group. Sports cones revealed as not suitable to mark the ground too.

In Poland we tested the game outdoor using printed questions and tracking manually results. Students were sitting in benches, and the Polish organization choose a place with good acoustics. Recreational use of mobiles was somehow an issue, too. The game was considered as successful, but all of the participants and teachers considered as very static, and boring to wait for each group’s turn to play. Time for workshops was adjusted and the balance of indoor/outdoor activities optimally set. We found that students belonging to the same language family (in our case, Italian and Spanish) shouldn’t be grouped and secondary languages were used to overcome language gaps in case of students studying German, Italian or Spanish. Whenever detected, they should be playing  separated, too.
Technologies teachers and pedagogical advisors on educational technologies found a solution to manage the issues of the former stages of the game, especially how to ensure mobiles to be only used as educational tool into game development.

Metaverse Augmented Reality platform, a new and promising software was released in public in september 2017, enabling a game that solved nearly all of our issues: score tracking, leaderboards, visualization of written questions, immediate feedback, enhanced group management, more peer interaction. virtual marking of milestones. Understanding of questions, answer assessment is automatically secured, and teachers are released of heaviest management tasks, allowing them to make sure no student is left behind and to encourage team interactions.

We tested Aurasma with image captures of Google Earth to prepare the game, and also geolocation in Metaverse, but was not successful. We contacted Metaverse developers and offered our project as field test.

Questions were classified according to CLIL methodology on vocabulary scaffolding and knowledge and contents. EFL and CLIL teachers choose the most adapted questions to language scaffolding, or created new ones if they judged the questions created by students were not suitable, and choose questions related to contents and knowledge related to culture and our countries. Princess and Sultan asked language and contents scaffolding questions, and the rest of characters asked contents questions in increasing difficulty. To integrate best performers some riddles were asked by Ghost, who appears randomly.

Metaverse platform is still under development and doesn’t show proper group leaderboards, so we used a sequential set of questions and point rewarding, and the first group to finish the game is the winner. Results were tracked manually.

Some of teacher’s questions needed refinement because they were considered as very difficult by the least performers. A teacher was available for each group to balance possible knowledge gaps and to make observations. A duration of 30 minutes after explanations was considered as somehow long. Only one device was allowed for each group.

All the students collaborated effectively but native/bilinguals found some questions as too easy for them. Listening of questions was spontaneously provided by the student handling the mobile who was always reading questions to all, preferently a native English speaker from Malta, as only one device was allowed for each group. A teacher was always available to ensure quality of answers and explanations. Mobiles were all properly used.

The winner found a hidden sword after solving the last riddle. This was considered as a visual, powerful indicator of the winning team and end of the game. We decided to use Metaverse as supporting platform to play outdoor.

We tested unsuccessfully 3D and geolocation features of Metaverse, and improved questions from lessons learnt in Greece. 2D and sequential development of game was judged as enough for the project, waiting for further improvement on software development.

Questions were refined, and inclusion strategies for both best and least performers were included in question approaches in Italy. Unusual bad weather conditions forced to bring the group game indoor. The castle was not big enough to enable freely moving for a large group, and we tested the game only with students in disguise as individual game. We played later in the school gym in groups.

Students found the individual game as less motivating than whenever playing in group. All the students asked for a second round of the game, and they collaborated effectively. Mobiles were all properly used.

The game based on Metaverse was finally validated by teachers and students.

Moodle was used as supporting platform to gather lesson plans, instructions and activities to replicate among the students the process of writing language based questions and quizzes, and to facilitate the creation of Scratch game by students. Moodle activities can be visited in clilheroes.moodlecloud.com using guest as username and clilhero as password, and downloaded in xxxxx

Teachers judged as highly challenging to train students in the use of Metaverse to create their own game, especially at the end of the school year. Scratch was considered as a good option to introduce coding into students.

The game was considered as highly successful and Augmented Reality will be the motto of our new project, in case to be approved in KA229 Erasmus+ 2018 call.

• Main outcomes for the students

  • They had initiative, collaborated, understood and communicated among international teams and fellows using English and non-verbal strategies to interact and to reach the objectives of the different stages of the game.
  • To learn about the different cultures of the partner regions in the project; differences and similarities.
  • They learnt new vocabulary and non-verbal strategies to made them be understood by their partners.

 

• Main outcomes for the teachers

  • Experience of Augmented Reality used as teaching tool
  • Use of Google Earth to prepare study visits and field trips
  • Coordination of the development of the activity, managing effectively pupil’s behaviour from different countries.
  • Impulse of very high-standard teaching approaches: test of different scaffolding strategies to cope with the many different English skills present among the pupils, from native speakers to very low performers.
  • Experience of the partner countries’ different teaching styles

 

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