Abstract:

A fundamental problem of traditional lecture-based education is that the learning process is exaggerated from its natural “life” context, and is artificially implanted into classroom/lecture hall settings. Often there is a mismatch between the skills needed in real-life and the knowledge taught. This is especially important for the area of ICT where the rate of technology changes constantly increases. Therefore, the education should be teaching students how to learn, think and collaborate effectively, instead of just transferring knowledge.

The paper proposes a solution for the fundamental “context exaggeration” and “knowledge fragmentation” problems by using the Unicorder™ Integral Game-Based Learning method. It combines elements of active PBL, inquiry learning and exploration, dynamic assessment, situated learning, “flipped classroom”, “stations rotation” and “flex” blended learning models, gamification, and Extreme Programming practices. As described in previous author’s publication, the Challenge Unicorder™ system operationalizes the proposed method and allows the teams of students to log their progress along the learning path of challenges, which are provided in adaptive way at each learning station. This logging is done in multimodal (gesture, text, audio, video), easy to use graphical interface. The collected data is used to gamify the learning process, to allow immediate feedback and achievement recognition of different student teams, as well as to present multimedia “stories” about the achievements.

This publication focuses on game design aspect of Unicorder™ method. By designing learning process as role-playing game (RPG), we try to bring back fun as main intrinsic motivation ingredient. The paper investigates how to cultivate these “natural”, “integral” and fun qualities of the learning process, lost in traditional “lecture-style” education. In order to do so we employ PBL – authentic learning challenges, missions, and activities are proposed, solving real-world problems, but in limited context. The paper describes an RPG design example for learning programming, integrated with project management, soft skills, robot and UI design, by using IPT Robotics, IoT and Software Challenge-in-a-Box™ activities. A blend of real world and online activities is proposed in a progressively complex mission sequence. The missions and activities (learning path) can be adapted in real-time by the Game Master (instructor) based on learning analytics and Challenge Unicorder™ proactive suggestions.

The game design follows the well-known MDA (Mechanics, Dynamics, Aesthetics) framework. Elements are presented, together with a translation of game design terminology to learning domain (challenges are mapped to learning goals, levels to learning path, points and feedback to positive reinforcement, leaderboards to learning analytics, badges and tokens improve motivation). Both forces of competition and collaboration are employed to design engaging and productive learning experience (LX). Aesthetics is divided in eight categories: Sensation, Fantasy, Narrative, Challenge, Fellowship, Discovery, Expression, and Submission. Examples are given how to support them using Unicorder.

This paper proposes a framework for design and implementation of different RPG game-based learning scenarios (Challenges) using Unicorder™ method and system. The evaluation of the proposed framework is work in progress. Some preliminary results from expert evaluation are discussed.

Keywords:

Game-based learning, gamification, active learning, learning by doing, programming, pedagogical method, learning analytics, adaptive learning, mobile learning.