eLuna : A Co-Design Framework for Mixed Reality Narrative Game- Based Learning

De siste tiårs utvidede fokus på læring utenfor skolen har bidratt til økt anvendelse av vitensentre som læringsarena for barn i grunnskole og videregående utdanning. En læringsløype er en type integrert læringsmiljø der de lærende, fysiske installasjoner, og digitale hjelpemidler bidrar til å fremme læringsinnhold og mål. På vitensentre brukes læringsløyper som pedagogisk støtte innen et bredt spekter av pensumplaner og programmer, gjennom å kombinere forskjellige sett av installasjoner og ved å vektlegge forskjellige aspekter av installasjonenes innhold. Siden de er sammensatt av både fysiske installasjoner og digitale hjelpemidler, er læringsløyper blandet virkelighet systemer, der de lærende interagerer med elementer i både den fysiske og virtuelle virkeligheten. Forskning har vist at både narrativ og spillmekanikker er blant de mest effektive komponentene som kan ligge til grunn for at læringsløyper skal kunne oppnå økt fokus på læringsinnhold, og for å engasjere de lærende ved å sette dem i en tilstand av flyt (av engelsk flow). Forskningen som presenteres i denne avhandlingen har som hovedmål å forbedre læring på vitensentre, gjennom å bidra med et co-design-rammeverk for blandet virkelighet narrative spillbaserte læringsløyper som underbygger positive effekter på engasjement, motivasjon, og læring. Narrativ har vært brukt til læring og instruksjon siden forhistorisk tid, og spill for læring har vært teoretisert og anvendt i mennesker i århundrer, i enda større grad etter oppfinnelsen av datamaskiner, og mulighetene bragt på banen gjennom digitale spill. Selv om bade narrative og spill har vært vist å kunne ha positive effekter når anvendt for læring, har forskning på effekter fra narrative spillbasert læring vist variable og motstridende resultater. Mangelen av en felles modell for kategorisering av narrative spill medfører manglende kunnskap relatert til hvordan og under hvilke forutsetninger narrative spill har effekt på læring. På tross av at de fleste studier av narrativ spillbasert læring unnlater å nevne narratologiske modeller, og de som gjør det primært refererer til modeller lånt fra andre media som mangler de nødvendige egenskapene til å kategorisere hendelsesflyten som benyttes i mange spill, finnes det en ludo narrativ variabel modell (LNVM), som er en narratologisk modell som kategorisere alle spill som narrativ. Denne forskningen videreutvikler LNVM, og presenterer en felles modell for kategorisering av narrativ spillbasert læring; eLNVM (fra engelsk: The extended LNVM). Narrative spillbaserte læringsløyper består av interaktive installasjoner og digitale hjelpemidler som belyser læringsmål innenfor pensumprogrammer. Det er derfor nødvendig med deltakelse både fra pedagoger og utviklere når slike læringsløyper skal designes og presenteres til lærende. Forskning viser at det er mangel av modeller, metoder, og rammeverk som myndiggjør pedagoger og utvikleres felles design av spillbasert læring, noe som enten resulterer i tapt fokus på læringsinnhold til fordel for engasjerende spillmekanikk, eller i at underholdningspotensialet i spill blir underordnet læringsmålene. Slike rammeverk må videre kunne skille mellom fysiske og virtuelle elementer for å være anvendbare i blandet virkelighet omgivelser. Forskningen presentert i denne avhandlingen benytter et rammeverk for informasjonssystemer som vitenskapelig metode til å utvikle eLuna co-design-rammeverket for blandet virkelighet narrative spillbaserte læringsløyper som underbygger positive effekter på engasjement, motivasjon, og læring. En systematisk litteraturstudie identifiserte 15 studier som rapporterte effekter fra digitale spillbaserte læringssystemer på engasjement, motivasjon, og læring. Disse systemene ble kategorisert med bruk av eLNVM og sortert basert på deres rapportering for å identifisere karakteristikker av narrative digital spillbasert læring som har positive effekter på engasjement, motivasjon, og læring. Denne forskningen benytter en iterativ design-basert forskningsprosess der karakteristikkene assosiert med de positive effektene legges til grunn for et co-design-rammeverk bestående av en metode og et visuelt språk. Co-design-rammeverket blir deretter utvidet med kapasitet til å separere mellom fysiske og virtuelle elementer i blandet virkelighet omgivelser. Rammeverket blir gjennom prosessen testet i deltakende co-design workshops og evaluert med bruk av varierte metoder, inkludert fokus grupper, intervjuer, spørreskjemaer, tematisk analyse, og heuristisk evaluering. Forskningen som blir presentert i denne doktoravhandlingen resulterer i eLuna co-design-rammeverket for narrative spillbasert læring, som kan bli brukt av pedagoger og utviklere til å lage både narrative digitale spillbaserte læringssystemer, og blandet virkelighet narrative spillbaserte læringsløyper som optimaliserer potensiale for positive effekter på engasjement, motivasjon, og læring.Increased focus on out of school learning over the last decades has led to extended use of science centres as learning arenas for pupils in primary and secondary education. A learning trail is a form of embedded learning environment in which the learners themselves, physical exhibits, and digital companions are elements that promote learning content and goals. When used in science centres, learning trails can combine different sets of exhibits and emphasize various aspects of their content to support learning goals inside a broad range of curricular plans and programs. Being comprised of physical exhibits and digital companions, science centre learning trails are mixed reality systems in which learner interaction occurs in both the physical and virtual domains. Research has shown that narratives and game mechanics are among the most effective components for science centre learning trails to achieve increased focus on the learning content, and to induce flow and engagement in learners. With an aim to contribute to improving science centre learning, the main objective of this research is to develop a co-design framework for mixed reality narrative game-based learning trails that enforce positive effects on engagement, motivation, and learning. Narratives have been used in learning and instruction since prehistoric times, and games for learning have been theorized and applied in human culture for centuries, increasingly so with the advent of the computer, and opportunities provided by digital games. While both narratives and games are shown to have the ability to positively affect learning, research on the effects from narrative game-based learning has shown mixed and contradictory results. The lack of a common model to categorize narrative games has led to a knowledge gap regarding how and under which conditions narrative games have effects on learning. Whereas most studies of narrative game-based learning neglect mentioning a narratological model at all, the ones that do mainly refer to models adapted from different media that lack the capabilities to properly categorize the event flow of many digital games. An exception is the ludo narrative variable model (LNVM), a narratological model that can properly categorize all games as narratives. Building on the LNVM, this research fills this gap with the development of the extended LNVM (eLNVM), a common model to categorize and isolate narratives in digital game-based learning. Narrative game-based learning trails comprise interactive exhibits and digital companions and promote learning goals inside curricular programs. Therefore, they require participation from educator and developer stakeholders to be properly designed and brought to learners. Research has shown that there is a lack of models, methods, or frameworks that empower educators and developers to co-design game-based learning, something which results in either the learning content being lost in the engaging mechanics of the game, or the fun of the games becoming inferior to the learning goals. Furthermore, to be applicable in science centres, such a co-design framework must also distinguish between physical and digital elements in mixed reality environments. Applying an information system research framework as a design science methodology, the eLuna co-design framework for mixed reality narrative game-based learning trails that enforce positive effects on engagement, motivation, and learning was developed. A systematic literature review identified 15 studies that self-reported effects of digital game-based learning systems on engagement, motivation, and learning. These were categorized on the eLNVM and sorted by their self-reported effects to identify what characterizes narrative digital game-based learning systems that positively affect engagement, motivation, and learning. Using an iterative design-based research process these characteristics associated with positive effects were then applied in a co-design framework comprising a method and a visual language, which was later extended with the capabilities to distinguish between physical and virtual elements in mixed reality learning trails. Throughout the process the framework was tested in co-design workshops with stakeholders and evaluated through mixed methods, including focus groups, semi-structured interviews, questionnaires, thematic analysis, and heuristic usability inspection. The research presented in this PhD dissertation contributes the eLuna co-design framework for narrative game-based learning, which empowers educators and developers in the creation of both narrative digital game-based learning and mixed reality narrative game-based learning trails that optimize the potential to induce positive effects on engagement, motivation, and learning.Doktorgradsavhandlin

eLuna: A co-design framework for narrative digital game-based learning that support STEAM

STEAM education enables the cross-curricular study of subjects based on their naturally occurring relationships through holistic and integrated methods. Narratives are enablers of STEAM learning environments, something that is evident in the exploration of narrative learning from pre-recorded history until present. Narrative Digital Game-Based Learning (DGBL) use narratives to drive the game. The extended Ludo Narrative Variable Model (the Variable Model) is a narratological model for categorization of narrative DGBL. Empirical evidence from categorizing narrative DGBL on the Variable Model shows that there is a particular set of categories that incur positive effects on engagement, motivation, and learning. This article introduces the eLuna co-design framework that builds on these categories and empowers educators to participate alongside game developers in multidisciplinary design and development of narrative DGBL. eLuna comprises 1) a four-phase co-design method, and 2) a visual language to support the co-design and co-specification of the game to a blueprint that can be implement by game developers. Idun’s Apples, a narrative DGBL co-designed, co-specified, and implemented into a prototype using eLuna, is presented to illustrate the use of the method and visual language. Arguing that narrative DGBL are vessels for STEAM learning, seven eLuna co-designed games are examined to illustrate that they support STEAM. The article concludes that narrative DGBL co-designed using the eLuna framework provide high opportunity and potential for supporting STEAM, providing educators and game developers with a STEAM co-design framework that enforces positive effects on engagement, motivation, and learning.publishedVersio

The eLuna mixed-reality visual language for co-design of narrative game-based learning trails

Increased focus on out-of-school learning has led to extended use of Science Centers as learning arenas for junior and high school students in formal learning situations. The creation of learning trails, semantic collections of science center exhibits based on formal learning plans for interdisciplinary STEAM education, has become an area of focus. Previous design research has resulted in the definition of story-driven learning trails that foster flow and engagement in learners. In science centers, equal emphasis is placed on the physical real-world domain, represented by the exhibits themselves, as the virtual components, represented as collaborative positions-based portables carried between exhibits, linking the exhibits into virtual storylines using sensors and control assignments. This defines science center learning trails as mixed reality systems; holistic systems that integrate real and virtual elements, existing on the axis between real and virtual poles on the reality–virtuality continuum. Research has shown that a set of characteristics of narrative game-based learning has positive effects on engagement, motivation, and learning. The eLuna Framework comprises a co-design method and a visual language that emphasizes these characteristics, and that supports educators and game developers to co-specify blueprints of screen-based narrative learning game experiences. Applying thematic analysis and heuristic usability methods to interview data from two design studies completed by six science center educators based on a STEAM enabled exhibit cluster at the Bergen Science Centre VilVite, this research extends the eLuna Visual Language to distinguish between real and virtual elements for the eLuna Framework to achieve its full potential to co-design and co-specify science center mixed reality narrative game-based learning trails. The resulting extension can be plugged into the eLuna method and applied in future co-design and co-specification of mixed-reality narrative game-based learning trails which promote flow in learners, and affords positive effects on engagement, motivation, and learning.publishedVersio

Narrative categorization in digital game-based learning: Engagement, motivation & learning

Previous research shows that digital game-based learning (DGBL) can have positive effects on engagement, motivation, and learning and that using narratives may reinforce these effects. A systematic review identified 15 DGBL systems that report effects from their use of narratives. A gap in the field, however, is the lack of a common model to categorize and isolate narratives in DGBL to enable an analysis and comparison of how, and under what conditions, narratives have effects on learning in DGBL systems. The ludo narrative variable model (LNVM) that has been used to isolate and categorize narratives in research on commercial video games is a candidate to fill this gap. This research has investigated the potential of this model for DGBL and resulted in an extended LNVM (eLNVM) that can be used to isolate and categorize narratives in DGBL. The 15 DGBL systems were categorized on the eLNVM and the results show that there are characteristics of DGBL systems with positive self-reported effects that separate them from other DGBL systems. Furthermore, it was possible to identify characteristics of the narrative modeling that are associated with positive effects on engagement, motivation, and learning. The paper concludes with a description of how the eLNVM will be used in future research

Gamified learning analytics : An initial outline of design concept synergies from two fields

Technology advancement has dynamically improved the ability to conduct research on large mounts of data and produce innovative ways to engage students. This work-in-progress paper presents tentative research proposals devised from two related and emerging fields: learning analytics and educational gamification. We highlight three shared concepts – processes and elements of development (design), institutional actors and practitioners (stakeholders), and perceptions about usability and adoption (acceptance). We explore the unique nature of each field pertaining to these concepts. Further, we explore how these fields intersect and present opportunities for implementing design that can be beneficial to researchers and practitioners currently working at the interaction between the fields. We also want to bring awareness to the potential synergies that the combination of these fields presents

Data_Sheet_1_The eLuna mixed-reality visual language for co-design of narrative game-based learning trails.PDF

Increased focus on out-of-school learning has led to extended use of Science Centers as learning arenas for junior and high school students in formal learning situations. The creation of learning trails, semantic collections of science center exhibits based on formal learning plans for interdisciplinary STEAM education, has become an area of focus. Previous design research has resulted in the definition of story-driven learning trails that foster flow and engagement in learners. In science centers, equal emphasis is placed on the physical real-world domain, represented by the exhibits themselves, as the virtual components, represented as collaborative positions-based portables carried between exhibits, linking the exhibits into virtual storylines using sensors and control assignments. This defines science center learning trails as mixed reality systems; holistic systems that integrate real and virtual elements, existing on the axis between real and virtual poles on the reality–virtuality continuum. Research has shown that a set of characteristics of narrative game-based learning has positive effects on engagement, motivation, and learning. The eLuna Framework comprises a co-design method and a visual language that emphasizes these characteristics, and that supports educators and game developers to co-specify blueprints of screen-based narrative learning game experiences. Applying thematic analysis and heuristic usability methods to interview data from two design studies completed by six science center educators based on a STEAM enabled exhibit cluster at the Bergen Science Centre VilVite, this research extends the eLuna Visual Language to distinguish between real and virtual elements for the eLuna Framework to achieve its full potential to co-design and co-specify science center mixed reality narrative game-based learning trails. The resulting extension can be plugged into the eLuna method and applied in future co-design and co-specification of mixed-reality narrative game-based learning trails which promote flow in learners, and affords positive effects on engagement, motivation, and learning.</p

Data_Sheet_2_The eLuna mixed-reality visual language for co-design of narrative game-based learning trails.PDF

Increased focus on out-of-school learning has led to extended use of Science Centers as learning arenas for junior and high school students in formal learning situations. The creation of learning trails, semantic collections of science center exhibits based on formal learning plans for interdisciplinary STEAM education, has become an area of focus. Previous design research has resulted in the definition of story-driven learning trails that foster flow and engagement in learners. In science centers, equal emphasis is placed on the physical real-world domain, represented by the exhibits themselves, as the virtual components, represented as collaborative positions-based portables carried between exhibits, linking the exhibits into virtual storylines using sensors and control assignments. This defines science center learning trails as mixed reality systems; holistic systems that integrate real and virtual elements, existing on the axis between real and virtual poles on the reality–virtuality continuum. Research has shown that a set of characteristics of narrative game-based learning has positive effects on engagement, motivation, and learning. The eLuna Framework comprises a co-design method and a visual language that emphasizes these characteristics, and that supports educators and game developers to co-specify blueprints of screen-based narrative learning game experiences. Applying thematic analysis and heuristic usability methods to interview data from two design studies completed by six science center educators based on a STEAM enabled exhibit cluster at the Bergen Science Centre VilVite, this research extends the eLuna Visual Language to distinguish between real and virtual elements for the eLuna Framework to achieve its full potential to co-design and co-specify science center mixed reality narrative game-based learning trails. The resulting extension can be plugged into the eLuna method and applied in future co-design and co-specification of mixed-reality narrative game-based learning trails which promote flow in learners, and affords positive effects on engagement, motivation, and learning.</p