April 2012 Volume 15 Number 2 - Educational Technology & Society

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Sedano, C. I., Sutinen, E., Vinni, M., & Laine, T. H. (2012). Designing Hypercontextualized Games: A Case Study with LieksaMyst. Educational Technology & Society, 15 (2), 257–270. Designing Hypercontextualized Games: A Case Study with LieksaMyst Carolina Islas Sedano, Erkki Sutinen, Mikko Vinni and Teemu H. Laine University of Eastern Finland, P.O. Box 111, FI-80101 Joensuu, Finland // carolina.islas@uef.fi // erkki.sutinen@uef.fi // mikko.vinni@uef.fi // teemu.laine@uef.fi (Submitted October 4, 2010; Revised February 10, 2011; Accepted April 10, 2011) ABSTRACT Digital technology empowers one to access vast amounts of on-line data. From a learning perspective, however, it is difficult to access meaningful on-site information within a given context. The Hypercontextualized Game (HCG) design model interweaves on-site resources, translated as content, and the digital game. As a local game design process, HCG builds on the resources available on-site (context) and transfers them beyond their origin (hyper). A successful example is the HCG stories in LieksaMyst, an application developed for the Pielinen Museum, in which the player is guided through a series of activities by a virtual host from the historic past. It took three years of extensive work and research for the LieksaMyst HCG stories to mature from brainstorming concepts to a fully-fledged museum service. Curators, educational technology experts and a total of 476 visitors (from 6 to 77 years old) contributed to the design process. The analysis of the context and feedback from the visitors enabled us to choose media, content and activities suitable to the Pielinen Museum. Our findings indicate that quality time, sincere reflection and communication between local experts and potential players, are indispensable when designing a HCG based game. The analysis benefits researchers and practitioners who are interested in the ways in which a game can bridge the gap between people and relevant on-site information. Keywords Hypercontextualized games, Storytelling, Museum, Mobile, Context Introduction “What fun… The program is humorous and encouraging!” Female, 73 years, Finland “It was a good simulation and I felt as if I was actually involved in the situation” Male, 22 years, Nepal “I have discovered history and a little more about the life of countryside people” Female, 21 years, Russia Above remarks were made by visitors to the Pielinen Museum. Currently the museum supports its visitors’ learning experience (independently of their age, gender and background) through different stories developed as a Hypercontextualized Game (HCG) named LieksaMyst. In essence, LieksaMyst is a digital application that provides immediate on-site extra visual information of selected items in the museum and guides the visitors’ understanding of living conditions in historical Finland. LieksaMyst is accessed and navigated by mobile phones. The HCG stories are the culmination of three years of research and development. In each story, a virtual character that lived in the same historical period as the house in which the game is played, hosts the visitor. In the course of the game, the virtual hosts share their daily life with the players and request the players to identify objects they need to execute their daily activities. These objects are to be found in the physical environment where the player is embedded. The ideal governing the design of the HCG stories in LieksaMyst is that players connect to and identify with the history that is enclosed in each one of the museum’s buildings. The design process of the LieksaMyst HCG stories contributes to the research and development community in that it promotes an understanding of real life artifacts on-site and also facilitates access to meaningful information while the game is being played. Digital technology is considered a powerful tool, although it is obviously not the only relevant tool on-site. Our contribution offers a solution to an increasingly significant problem in our era, namely the lack of meaningful information on-site (Clark, 2010). Digital technology is unquestionably changing the media landscape (Jenkins, 2006). By using a mobile phone with an Internet connection, one can tap into facts and user generated information from every possible location on our planet (Clark, 2010). Nevertheless, research shows that information overload overwhelms individuals (Schwartz, 2005) and the paradox lies therein that although one has access to considerable amounts of data, one can miss the transmission of deeper meanings. Thus, we require models that help us to integrate the different resources available ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 257
on-site to finally achieve a meaningful transmission of information to individuals. The Hypercontextualized Game (HCG) design model (Islas Sedano et al., 2010) aims, since its very conception, to link small audiences with their continuously changing context. In contrast, today’s digital games are developed outside the player’s context and their main aim is to target worldwide audiences. The game can thus be played anywhere and at anytime in a virtually generated world without a meaningful connection to the player’s reality. We conceptualized LieksaMyst as a means to deliver meaningful information to the Pielinen Museum’s visitors onsite within the constraints of the available resources. Although museums often use modern technology to help their visitors understand their exhibitions, digital games are rarely used. Some of the existing game solutions for museums feature initiatives like the use of the technology and user acceptance (Ferris et al., 2004; Klopfer, Perry, Squire, Jan, & Steinkuehler, 2005). Complementary to this genre of museum games, this paper addresses a related but different problem. The question is how to design a game for a particular museum within the limits of its own available resources. Unlike generic technology, of which context-aware recorders that automatically explain the surrounds to the visitor are an example, we wanted to craft a game that originates from the particular context itself. Whereas conventional solutions are technology-driven, ours is driven by the context. The distinguishing perspective of this paper is thus the design process that we call hypercontextualized. A typical study executed on a technology-driven game is quantitative. It analyzes to which extent the designed solution, which is provided, promotes user experience or learning. In our case, the context is given, while the solution is designed alongside with and informed by the study. Therefore, our study is qualitative and explores the design process itself. This paper identifies the elements that characterize LieksaMyst as an HCG and analyzes the design process. Each one of the HCG stories is designed and developed in, with and for the specific context. The stories target a small and inclusive audience, namely visitors to the Pielinen Museum. The LieksaMyst design process exemplifies a modern digital game carefully knitted with the reality of a specific context to deliver meaningful information on-site which, in turn, supports the co-creation of knowledge by its players. Furthermore, the design process highlights the players’ imagination and curiosity about the real life elements (e.g. environment, social dynamics) and utilizes these to guide the players in a positive learning experience. The carefully executed design process of the LieksaMyst HCG stories resulted in an enjoyable mobile service offered by the Pielinen Museum which the curators can expand upon as and when they wish. Literature review The combination of games and museums is nothing new (Hooper-Greenhill & Moussouri, 2000). Games are utilized without using technology widely in museums. Examples of this are the role-playing games at the Herren-Chimsee New Palace and King Ludwig II Museum in Bavaria and the treasure hunting games at the Van Gogh Museum in Amsterdam. Literature widely addresses the use and development of digital games in museums. However, most of these games are reported as temporal research studies and not as established services of the museums (Ferris et al., 2004). One potential reason for the limited presence of digital games in museums is the restricted involvement of curators in the design and development of the games. This leads to the infrequent transfer of research game prototypes to museum services. Additionally, researchers seem to want to produce edutainment by combining education and entertainment (Resnick, 2006). Instead, we argue, digital games should transfer and relay the curators’ passion and knowledge of the exposition to the visitors through play, as is the case of non-digital games. According to Ravenscroft and McAlister (2006), the enthusiastic application of digital games in education is apparently encouraged by the video game industry. Gee (2003), for example, argues that the knowledge gained by playing video games is transferable to other domains. In opposition to this claim, Ravenscroft and McAlister explicitly state that today’s digital games are weak in linking the “game-playing activity to transferable social or conceptual processes and skills that constitute, or are related to learning” (2006). Additionally, knowledge cannot be viewed as a self-contained unit of information to be transferred without a contextual reference. Brown, Collins and Duguid (1989) hold forth that knowledge and cognition cannot be separated from a situation – instead, the activity and the situation co-create the knowledge that is developed and deployed at the moment in which it is to be learned. Cronje sustains their argument noting that “learning is constructed from the experience of the learner” (2006). Additionally, Robinson mentions that “we think about the world in all the ways we experience it, we think visually, we think in sound, we think kinesthetically, we think in abstract terms, we think in movement” (2006). Hence, to co-create knowledge alongside information we should involve ourselves in a situation – preferably at a multidimensional level. 258
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April 2012 Volume 15 Number 2
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Supporting Organizations Centre for
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Contextualizing a MALL: Practice De
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Kop, R. (2012). The Unexpected Conn
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Human mediation and information flo
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elevant information based on some k
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of learners. A search facilitated t
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information as human mediation mean
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Blau, I., & Barak, A. (2012). How D
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examined whether the readiness to p
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Table 5 presents the ANOVA for the
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However, in discussing a non-sensit
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deviations showed smaller variance,
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actual participation discussing sen
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Mesch, G., & Elgali, Z. (2009). Soc
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Although prior research on overall
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with a score of 39 and below as “
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Table 2 demonstrates mean scores an
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Discussion Although the recent Inte
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Furthermore, the most preferred pla
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MEB. (2009). Internete erisim proje
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Learning Management Systems (LMS) b
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practice and repetition with feedba
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Online peer assessment Peer assessm
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At an international conference on m
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� Ability to produce rich assessm
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Meishar-Tal, H., & Tal-Elhasid, E.
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Tsai, S. C. (2012). Integration of
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order to decrease text complexity a
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matter how the learners’ aptitude
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If compared by programs, WP student
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mean F2F 4.64 4.52 4.35 4.44 *: p
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een analyzed and were compared with
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Chen, G.-D., Lee, J.-H., Wang, C.-Y
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and diverse cognitional and emotion
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Encourage and persuade students wit
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Materials and procedure Each studen
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The lower part of Figure 4 shows st
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Mayer, R. E., Sobko, K., & Mautone,
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that an item is answered correctly
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Table 1. Relative concepts frequenc
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The Account Management Module provi
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Experiment 1 and results Figure 7.
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Utilization of Test Item 36 33 30 2
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Utilization of Test Item 36 33 30 2
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0.065 0.877 (17.56) 0.938 (22.55) 0
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Hwang, G.J., Hsiao, C.L., & Tseng,
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the diverse needs of modern industr
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Figure 1. The framework of interdis
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Research Design Figure 3. Recommend
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friendly. 8. I feel the layout and
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satisfaction, and system acceptance
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Ozok, A. A., Fan, Q., & Norcio, A.
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than students in a conventional cla
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shown in Figure 2 to include the st
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(1996) Pleasure-Arousal-Dominance (
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Based on this connection, we consid
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Final dominance measurements were p
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student mood and thereby allow comp
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Sessink, O., Beeftink, H., Tramper,
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The rationale behind the video form
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usefulness of the movies and their
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case of the first two questions and
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this paper in order to evaluate the
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The survey questions Appendix A In
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E-training in organizations E-train
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efficacy regarding online training,
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Method Sample and procedure Figure
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0.874 which exceeded the recommende
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Even though the result does not con
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Brown, M., & Cudeck, R. (1993). Alt
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Wen, Y., Looi, C.-K., & Chen, W. (2
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when they are designing and impleme
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paper focuses on the first three st
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their self-esteem to be partners in
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Democratizing knowledge and symmetr
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1) Reading the article: At the star
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Effects of RCKI principle-based ped
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References Alexander, C. (1979). Th
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Valsamidis, S., Kontogiannis, S., K
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The Analog system (Yan et al., 1996
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First, the number of the sessions a
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BioLayout uses a modified version o
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As shown in figure 3, all metrics c
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Figure 7. The detailed results for
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Enright, A. J., van Dongen, S., Ouz
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Chu, S. K. W., Kwan, A. C. M., & Wa
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teachers, as well as collaboration
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from the students’ ratings appear
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Table 5 summarizes the students’
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eading blogs (i.e., reminders, easy
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Luehmann, A. L. (2008). Using blogg
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Uzunboylu et al. (2009) examined th
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System implementation Overview of M
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Methods Before the experiment, a mo
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too simple, incomplete, or they eve
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Comparisons of UMLS Questionnaire i
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already described may play an impor
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Parker, D., Manstead, A. S. R., Str
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Avci, U., & Askar, P. (2012). The C
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Literature review The related varia
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collected through Personal Informat
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Self-efficacy 92 5 21 13.37 3.726 W
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In this problem, intention was take
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References Ajjan, H., & Hartshorne,
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Page 213 and 214: Students perused the course materia
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Page 217 and 218: tests, electronic tests are more li
Page 219 and 220: Students 10 and 11: My classmate Ed
Page 221 and 222: collection was also approved by all
Page 223 and 224: Ubiquitous Revision Seamless Collab
Page 225 and 226: Tai, Y. (2012). Contextualizing a M
Page 227 and 228: tasks were developed from task type
Page 229 and 230: experiences in this phase. Moreover
Page 231 and 232: test is administered again right af
Page 233 and 234: The collected data were analyzed wi
Page 235 and 236: Gorp, K. V., & Bogaert, N. (2006).
Page 237 and 238: 4PL IRT model According to the numb
Page 239 and 240: examinee’s ability more accuratel
Page 241 and 242: would be more accurate if items j+1
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Page 245 and 246: improved by rearrangement procedure
Page 247 and 248: Table 6. Repeated Measures ANOVA of
Page 249 and 250: Leppisaari, I., & Lee, O. (2012). M
Page 251 and 252: Selection of the virtual tool The t
Page 253 and 254: Environmental themes emerged strong
Page 255 and 256: Visualization of text (visual langu
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Page 259 and 260: - Logging in to learning environmen
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Page 265 and 266: Table 1. Digital game designers and
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Page 269 and 270: Phase Methods Visitor data collecti
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Page 275 and 276: Islas Sedano, C., Pawlowski, J., Su
Page 277 and 278: part of something larger than the s
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Page 283 and 284: Table 4. Model Fit Indices Model χ
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Page 287 and 288: Discussion Differing from prior stu
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Page 291 and 292: Ge, Z.-G. (2012). Cyber Asynchronou
Page 293 and 294: college of a university situated in
Page 295 and 296: Table 3 shows us the following info
Page 297 and 298: Appendix B shows Class 1’s respon
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Page 301 and 302: Appendix A Responses concerning syn
Page 303 and 304: Shih, S.-C., Kuo, B.-C., & Liu, Y.-
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Hall, T., & Bannon, L. (2006). Desi
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(Hofer & Pintrich, 1997; Liu, Lin &
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� Through online peer assessment,
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elativism.” High Internet self-ef
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Peng, H., Tsai, C.-C., & Wu, Y.-T.
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Since game-based learning has been
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The second reason is about the sust
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Methods Figure 5. Quest NPCs provid
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These differences indicated that pa
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quests further involves students’
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Chang, I.-H. (2012). The Effect of
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(1) Vision, planning and management
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Based on an examination of the lite
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Table 2. Analysis of reliability an
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λ10 - 0.69 0.83 ε5 14.50 * - 0.32
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Bailey, G. D. (1997). What technolo
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Stegall, P. (1998). The principal:
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instruction has studied the student
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espond and the estimation of possib
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Research question For the purpose o
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READI reliability To verify the con
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Physical -1.43333(*) .44699 .029 -2
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The results of this study suggest t
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Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
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domains. Five research questions we
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Research sample groups (4) Faculty
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13. Policies, Social Culture Impact
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Non-Specified Others Engineering &
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(AR = -2.1) (n = 7) 2. Non-specifie
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(n): Total number of articles Resea
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Compared to the publications in 200
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Pedagogical Content Knowledge (TPAC
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