Operation Conjugation! A Game Based learning approach to language studies
Cathal McCosker
Digital Enterprise Research Institute & National University of Ireland, Galway
cathal.mccosker@deri.org
Supervisors:
Tony Hall (NUIG, School of Education),
Edward Curry (DERI),
Stefan Decker (DERI)
Paper Type: Postgraduate
Keywords: Digital Game Based Learning, Game Design, Language Studies, Operation
Conjugation, Behaviourism, Constructivism
Abstract:
The use of multimedia games presented in a fun and engaging environment can satisfy
important learning principles such as attention, motivation, reflection, assessment and
feedback. This learning environment can be used to assist in the teaching of language
studies which can lead to an improvement in academic performance (attention and
recall).
The current education system utilises traditional teaching techniques such as trail and
error, rote teaching and the “take once and succeed” model. Although these techniques
worked, they did so in a limited fashion as they used passive teaching rather than
engaging the students with the subject. New teaching techniques have evolved which
focus more on the nature of human thinking and learning. Students that do not respond
well to the traditional teaching techniques require alternative education practices to
engage them with learning.
Teachers have taught subjects through practical games to make the subject more
engaging, competitive and fun for the classroom. This would relieve the class from the
boredom of “skill and drill” and “chalk and talk” and engage them with learning the
subject. Games serve a range of educational principles and create a positive
psychological impact, while getting the information across (Mitchell, Savill-Smith
(2004)). Commercial video games use techniques (e.g. coaching, accommodation,
reflection, instant feedback, zone of proximal development, black boxing, flow, time
compression, productive failure) that match up very well with the latest in cognitive
research on how people think and learn. (Squire (2005)).
However, not much progress has been made in creating an educational video game which
incorporates these learning principles and teaches academic subjects. Instead early elearning ventures became digitised “chalk and talk” ignoring the potential of games to
present subjects in interesting abstract ways. I have developed a prototype game which
allows students to practice regular French verb conjugation, harnessing the motivational
power of games in order to make learning fun, in an exciting and engaging environment.
The overall project is an exploration of teaching and learning techniques, integrated into a
prototype program. This program will test the claims behind game based learning by
testing its capability on students. The guidelines for the game’s development could be
adapted to other learning programs.
The latest cognitive techniques would be difficult to implement in traditional schools
without the need to train the teacher. Game based learning offers a portable, viable
solution to re-training staff. Given the interactivity and multimedia aspect of computer
games, they hold attention for longer than traditional techniques, and can give the student
the motivation they need to complete the learning process. The learning theories that have
been researched (Watson (1913), Vygotsky (1978), Malone (1980), Csikszentmihalyi
(1990), Di Vesta (1987)), show requirements for learning, which proper design of game
based learning programs can satisfy (Gagne (1985), Herrington and Oliver (1995),
McKenna and Laycock (2004), DeCorte (1990))
1. Introduction
Recently game based learning has been given a new edge by the computer games
industry. Due to the advances of this industry, the potential of digital game based learning
(DGBL) has come into the public awareness.
This paper describes the development and use of multimedia computer games to assist in
the study of language studies, specifically regular French verb conjugation. It introduces
a number of pedagogical theories which were examined in order to gain an understanding
of the fundamental principles of learning. These theories were studied for applicable
practices which would influence the design of digital games for learning
2. Learning Theories:
2.1 Behaviourism & Constructivism
The behaviourist learning principles of trail and error and using consequences to modify
behaviour are still in use by academic institutions today, and were considered to be a
fundamental part of “Operation Conjugation!” if the game were to efficiently transfer
information from the game to the student.
“Operation Conjugation!” takes on the role as the teacher/facilitator supporting the
constructivist problem-based and inquiry learning methods allowing users to guess and
try again even when they have failed. This idea creates a “psychosocial moratorium”
(Gee 2003) an environment in which, learners are encouraged to take risks and where real
world consequences are lowered. This environment promotes the student to intelligently
guess an answer without fear of instant failure, supporting Brown’s (1989) idea of the
importance of guesswork.
Using immersive gameplay the student’s attention is centred on the game, they are
actively participating in the subject and guided by means of instant feedback, reflection
and visual cues, at each part of the conjugation process. These DGBL approaches
accommodate Di Vesta’s (1987) idea of supporting and challenging the student. Rather
than being a passive recipient of information the student is now an active participant in
the learning process. The game indicates via visual/audio cues and instant feedback
whether the student is correct or not which requires the student to reflect on their actions
if they are incorrect.
The incremental difficulty levels in “Operation Conjugation!” link up with Vygotsky’s
(1978) ZPD. By successfully completing difficult tasks, learners gain confidence and
motivation to embark on more complex challenges. This concept also complements von
Glaserfeld’s (1989) concept that an improvement in the student’s confidence in their own
learning ability effects their motivation to complete the task.
2.2 Digital Game Based Learning
Ever since the earliest development of computer games, there has been interest in the
medium as a new opportunity for learning (Greenfield 1984). Although the practical
development of DGBL is in its infancy in recent years many papers on the educational
development and design of games to aid in learning have emerged (K. Corti 2006, A.
McFarlane 2004, M. Oehlert 2005, Gee 2003, Prensky 2001, Kafai 2001, Loftus &
Loftus 1983, Malone 1987).
Commercial “edutainment” titles have been unsuccessful in harnessing their potential for
educational use (McFarlane & Kirriemuir 2004) and Papert described “edutainment” as
the “offspring that keep the bad features of each parent and lose the good ones” (Papert
1998).
However, some progress has been made creating the right mix in computer games for
learning, which effectively incorporates learning principles, assists in learning academic
subjects and motivates students while capturing their imagination and attention.
Figure 1: “Zombie Division” (Habgood et al. 2005)
Figure 1 shows Jake Habgood’s research on “Zombie Division” where children have to
perform division tasks in order to fight skeletal enemies. His work resulted in evaluating
games as “offering a significant boost to the fatigue and apathy created by the
frequency of testing in the education system, Habgood states that “the real
educational potential of games is almost certainly outside of the classroom … the
motivational appeal of games means that many children will willingly choose to engage
with them in their own free time, and these studies have demonstrated the superior appeal
of intrinsic games.” (Habgood 2007)
3. Game Design
3.1 Game Types
Oehlert (2005) describes the broad agreement on the game styles which generally map
best to learning content.
Learning Content
Facts
Skills
Procedures and Processes
Behaviours and Reasoning
Learning Activities
Questions, memorisation,
drill, association
Imitation, feedback,
coaching, continuous
practice, increasing
challenge
Analysis, Practice
Imitation, feedback,
coaching, practice,
problems, examples
Table 1: Game Types
Game Style
Game Shows, flash cards,
mnemonics
Role-Playing, simulations,
count-down/timed games,
twitch games
Strategy Games, Adventure
Games
Role-Playing, Simulations,
Puzzle Games
From the learning principles covered in section two, we can match up these required
principles for learning with the learning activities within role playing or simulation
games. “Operation Conjugation!” will therefore need to include features of both role
playing and simulation games where the user can take control of a character in order to
train their conjugation skills in a virtual environment.
3.2 Game Design Concepts
A body of research on how to design game based learning is available (Gagne 1985,
Malone 1980, Csikszentmihalyi 1990, Herrington and Oliver 1995, McKenna and
Laycock 2004), through deliberation on how to design the “Operation Conjugation!” a
mixture between instructivist and social constructivism; incorporating the attributes from
both, was chosen. The theory behind instructivism includes behaviourism, objectivism
and operant conditioning. The behaviourist model dissects the problem into logical parts
or small units and provides the student with steps to follow, rewarding the student for
progress.
Kirriemuir and McFarlane (2004) discuss the social constructivism of children and game
play. Their review of the literature highlights the way in which children take on the role
of teachers, providing advice, support, hints, tips and models of learning to other
children. Inkpen et al (1995) found that when children played ‘The Incredible Machine’,
a problem-solving game, together on one machine, they 'solved significantly more
puzzles than children playing alone on one machine'. They were also more motivated to
continue playing when they had a human partner. “Operation Conjugation” needed to
incorporate a collaborative two player design which allows for social constructivism.
4. Operation Conjugation!
The game has been designed to develop the student’s proficiency in conjugating regular
French verbs while creating a positive learning experience. This technology is not viewed
as a replacement of traditional teaching but as an enhancement tool for practicing verb
conjugation. The game itself has two modes. When played in a liner fashion these
practice modes fully test the student’s knowledge of regular French verb conjugation.
The in game tutorials are interactive rolling demos of each part of the game, with
information and highlighting for the student to click through.
4.2 Practice Game
The first mode is a “point and click” practice level where the student must prove their
competence in remembering the French verb endings.
Figure 2: Practice Game
If a student fails to remember what verb ending is correct, the built in help function in the
form of the French character “Jacques” appears in the bottom left hand corner to give
assistance to the student. If the student fails to guess the answer within three tries, the
question is saved and asked again at the end of the practice session. Once the student has
completed the practice level they can move on to the second mode, the main game.
4.3 Main Game
The original concept of the main game is based on “Oil Panic” released for the Nintendo
Game and Watch series.
Figure 3: “Oil Panic” & Operation Conjugation’s Main Game
In “Oil Panic” the character had to catch oil dripping from the ceiling in a can and pass it
to a second character outside, who empties the oil can. In Operation Conjugation’s main
game the character has to catch falling verbs that are launched into the sky and conjugate
the verb properly before giving it to the bottom character to complete the conjugation. It
is composed of three different levels of difficulty that incrementally takes the user
through the game only proceeding to the next level when they have successfully achieved
competence of the level. This game can be either one player (i.e. controlling both
characters) or two player (i.e. controlling one character each).
5. Conclusions
Initial testing of “Operation Conjugation!” has shown positive results. In house testing
revealed a positive reception to the game, with neutral feelings on the tutorials along with
positive academic performance. Attention and motivation was gauged in a questionnaire
after game completion, ranging from constant attention to immersed, all participants
reported to be fairly motivated during the session. Overall rating of the game was good to
very good, with all participants reporting that they would play the game again.
Comparing this to a questionnaire after traditional text based study has shown that some
participants felt their attention slipping during studying, with one participant not enjoying
the session.
Full scale tests are currently under way, with participants that meet the games
target criteria. Some informal feedback from the students was gathered, when asked if the
participants liked the game, an enthusiastic response occurred with all participants
admitting that they would use the program over text based study to practice for an
upcoming test.
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