ascilite2015

All quiz questions are saved in a XML-document, a software- and hardware-independent document
format used for data storage. 1 Teachers can add questions either by editing the XML-file in a standard
editor or during gameplay by using the quiz button in the settings menu. There is a pool of questions
for each item. When a question is needed for a quiz, the question is randomly picked from a bank of
questions.
Analytics Module: Logging
For analytic reasons all user interactions are documented into a log file. The information would
include the duration of the game, collaboration tools chosen for communication, interaction with the
items, and so on. This can be useful for analytics purposes to see how students gather their
information, the means of communication they prefer, how long it takes them to find items and much
more.
Improvements over the first prototype
Based on an evaluation of the OWL virtual world (first prototype) implemented by Tomes’ (2015), the
following issues were raised:
• Use of dated and old-fashioned graphics
• Poor controls and navigation (especially in the pyramid maze)
• Lack of interaction with picked up items
• Limited engagement and reward system
• Itemboard has no intuitive controls, limited space and is not working as expected
The re-design and development of the new world in Unity, moreover, made the following
improvements concerning the collaborative tools and challenging nature of the game: In order to
oblige to the third and fourth entry in the list, the challenge-based picking-up of items was introduced
in order for students to revise the knowledge that they have gained as a result of completing the task
of collecting a series of items. In order to pick up certain items and access new information, the
players had to answer questions about an item. Thereby, students are forced to learn about the item
that they have collected. They also have to consider and figure out if the items collected are part of
the story, as not all items in the game area are relevant to the story. Given the negative feedback of
the itemboard and the lack of space, this feature was completely revised. An evaluation of the
adaptations made to the tool and the improved learning environment in Unity has yet to be done. A
comparison between OWL and Unity as game-platforms is useful along with the lessons learned for
the implementation of virtual learning worlds.
Conclusion
The virtual worlds described in this paper provided an example of how immersive learning and
activity, challenge or game-based learning can be developed. These tools offer many advantages
compared to conventional teaching techniques, such as exploring an environment regardless of
geographic or content-related constraints, collaborating with people from around the world and
offering a more immersive way of learning than ever before. The importance of adapting to new
learning technologies and tools is recognised by educational researchers, practitioners, and software
designers.
The goal of the project was to revise and redesign educational activities and processes in an
immersive, virtual learning environment that incorporates the implementation of a set of learning tools
in Unity. The objectives of using the virtual world as an immersive platform is to (1) acquire
knowledge (2) enhance the conceptual understanding, (3) assess student learning. In the Egyptian
environment, this is done through a series of game-like elements with challenges for students to
collect items and their information, assembling the story and gaining an understanding of the subject.
The learning was assessed by taking a quiz at the end of the game. The objectives were facilitated by
the use collaborative learning, exploratory learning, and challenge-based or game-based learning.
1 http://www.w3schools.com/xml/ 29-06-2015
327
FP:315