Playful Blended Digital Storytelling in 3D Immersive eLearning Environments for Literacy Motivation
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Transcript of Playful Blended Digital Storytelling in 3D Immersive eLearning Environments for Literacy Motivation
Playful Blended Digital Storytelling in 3D Immersive eLearning Environ-
ments for Literacy Motivation
Stylianos Mystakidis &
Niki Lambropoulos
University of Patras
Habib M. Fardoun &
Daniyal M. Alghazzawi
King Abdulaziz University 3rd Workshop on Interaction Design in Educational Environments (Albacete, June 9th 2014)
Stylianos Mystakidis MSc, PMP, Phd cand.
• Learning Innovator @ Library & Information Services, University of Patras (Greece)
• Adjunct Faculty @ University of the West of England – UWE (Bristol, UK)
• Adjunct Faculty @ Open University of Catalonia – UOC (Barcelona, Spain)
• Teaching Mentor @ University of Washington – UW (Seattle, USA)
Good Digital Teaching Practice Seal
#mathisi20
Storytime!
• Scenery
• Theoretical Background
• Pedagogical Design
• Technical Development
• Preliminary Results
• Conclusion
Scenery
University of Patras (Upatras)
• World Ranking*: #327 • Greece Ranking*: #2 • 24,460 students | 754 Faculty members • 24 Departments in 5 Schools • Prominent Research Center on ICT & Engineering • St Andrew (Patras’ patron Saint)
*Webometrics, 2012
Library & Information Services
• National & European Research Projects
• Institution-wide Services (e.g. Repository)
• ISO 9001:2000
• Openness- & Innovation-oriented
“Schools go to University”
• Open days
• 2 weeks each Spring
• Primary & Secondary School class visits
• 2014: 14 Departments offering 36 educational programs & activities
Challenge
Prepare a short, engaging educational
program for K-12 classes visiting the
University of Patras’ Library
Theoretical Background
Storytelling
• Stories are extremely powerful tools for learning
• Better recall when in a narrative (Adval, 1998)
• “Stories allow us to learn from the experience of others without having to face another person’s personal consequences”
Gamification & The Power of Play
Flow Theory (Csikszentmihalyi)
Games vs Play vs Gamification vs Toys
3D Virtual Immersive Learning Environments Instructional Strategies
• Socio-constructivist instructional methods
• Situated and experiential learning (Dawley & Dede, 2013; Falconer, 2013)
• Simulated learning (Falconer & Frutos-Perez, 2009)
• Game-based learning experiences (Hill & Mystakidis, 2012)
Pedagogical Design Technical Development
From the Ancient to the Modern Tablets
Learning Objectives
• Motivate extracurricular reading and promote of early literacy;
• Establish cognitive links between writing, books and acquiring knowledge with technology;
• Possess introductory user skills with a tablet; and
• Practice team collaboration
Experience Design (Levels)
1. Playful Library Tour *30’+
2. Interactive Presentation & Game *45’+
3. Creative Group Reflection with Tablets *30’+
1. Playful Library Tour
Engagement through Play
• Team play
• Competition
• Challenge
• Quests
• Choices
• Curiosity
• Expression
2. Interactive Presentation & Game
• Classroom & video projector
• Instructor controls avatar in the 3d Virtual Environment
• Avatar appearance & movement
• 2 Teams
• Scoring points by answering questions
• Mini-game: Phoenician Alphabet Challenge
Interactive Presentation & Game (II)
Immersion (Second Life)
3d Virtual Immersive Environments :
• UW Museum of Virtual Media
• Museum Island
• Ancient Alexandria
• Alice Academy
• International Spaceflight Museum
3D Virtual Immersive Learning Environments
• Cave Paintings, Lascaux Cave, France 32000 BC
• Ancient Tablets, Mesopotamia, 3500 BC
• Ancient Greece, Linear Α & Β’, 1450 BC
• Alphabet, Phoenicia, 1200 BC
• Great Library of Alexandria, Egypt, 200 BC
• Manuscript copying, Byzantine Empire, 600 AD
• Movable Type, China 1040 AD
• The Future of Books & Knowledge
Lascaux Cave, UW Museum of Virtual Media
The Role of 3D Virtual Immersive Learning Environments
• Depict civilization’s architecture, natural environment and aesthetics,
• Show clothing and appearance of a representative of each milestone (through the avatar’s clothing and skin)
• Visualize objects and notions not available in the physical life, e.g. the arrangement of scrolls in the Great Library of Alexandria
• Demonstrate through programming how inventions worked (e.g. movable type)
• Include objects to be used as prompts during the game (e.g. the Phaistos disk)
3. Creative Group Reflection with Tablets
Results I
Results II
We love books!
Preliminary Results
Statistics
• “From the Ancient to the Modern Tablets”
• Program offered since 2012
• Participation: 1500 students from 20 schools (ages: 7-15)
Evaluation Findings
• Online Questionnaire (Likert scale)
• 28 teachers
• 81% children acquired new skills (agree & fully agree)
• 85% helped children assume a positive attitude towards books & reading
• 98% 3D VIEs useful for facts recall & history understanding
Teachers’ Quotes
“I have never seen my class so quiet and concentrated as when they attended this
program” (oral statement)
“You exceeded teachers’ & students’ expectations; you have captivated childrens’
interest and they enjoyed the program greatly. The whole visit to the Library was so alive.”
(email)
Conclusions
• Customization / adaptation for older classes
• Atmosphere creation
• Avatar appearance & gestures count!
• Encourage participation non-stop with micro-interactions!
• Surprise!
• Learning as Show
Acknowledgements
• University of Washington
• Randy Hinrichs, CEO 2b3d
• Anna Gadler-Pratt, SL Educator & Artist
• Tom Layton, Alice Academy
• Carlolello Zapatero, Museum Island
Contact us for more… Stylianos Mystakidis
@stylianosm2
Niki Lambropoulos
nikilambropoulos@
gmail.com