1 Theory of Games Design

Intellectual Output 1: Theory of games design
Leading partner: Istanbul University, Turkey
The theory of game design focuses on creating and applying games for language acquisition in immersive environments. The research included:
A needs analysis was performed through questionnaires, e-mail correspondence and interviews to evaluate the potential for the implementation of foreign language learning activities and applications such as games in 3D virtual learning environments.
Online questionnaires 1. for teachers and teacher-trainers and 2. for students.
Literature review  on gamification and the use of games for language education and other subjects.

Intellectual Output 2: Game design of global simulations
Leading partner: The University of Central Lancashire, UK, (UCLan).

Intellectual Output 3: Summary of experiences from training
Leading partner:  LeTs talk online sprl, Belgium.

Intellectual Output 4: Categorizing of games
Leading partner: The University of Central Lancashire, UK (UCLan).

Intellectual Output 5: Guidelines for language teachers
Leading partner: Istanbul University, Turkey.

2 Best Practice Games
Leading partner: LeTs talk online, Belgium.

Intellectual Output 6: Games for field testing
Leading partner: 3D Learning Experience Services, The Netherlands.

The ‘Games for fields testing’ were created in three different virtual worlds:
1. In GUINEVRE Virtual World, created in ‘OpenSimulator’ (OS) especially built for this project. 2. In ‘Second Life’ (SL) which is an open environment where users aged 18+ can access all facilities. The GUINEVERE project provides some parcels in Second Life to program and place the games. 3. In Minecraft (MC) on the GUINEVERE Minecraft server. MC is a popular environment used by young people.

Intellectual Output 7: Video games/Minecraft and language learning
Leading partner:The University of Central Lancashire (UCLan), UK.

In this IO UCLAN engaged in and evaluated a primary school in the UK that has been using Minecraft for project-based learning and worked with them to develop an approach which uses the virtual world to develop foreign language learning in French. The events during the field-test and pilots were recorded or documented by UCLAN and LeTs.

Intellectual Output 8: Training project partners on how to create games
Leading Partner: LeTs talk online sprl, Belgium.

All project partners attended training sessions  conducted by LeTs and UCLan about the technical aspects of how to create games. A training kit was developed to assist the partners with the basics of how to build and script in the various virtual worlds including guidance on how to enter Minecraft, an OpenSim installation or Second Life.

Intellectual Output 9: Tool for customising app context
Leading Partner: Istanbul University, Turkey.

The app has been created for students and teachers to create gamified interactive stories enriched with multimedia (audios, videos, pictures and gifs).

Intellectual Output 10: Database for gamification
Leading Partner: 3D Learning Experience Services, The Netherlands.

All data of the games which are being played by learners will be stored in a database to be analysed later as to the linguistic output.

3. Field Testing
Leading Partner: The University of Central Lancashire, UK.

Intellectual Output 11: Field Test Events
Leading Partner: The University of Central Lancashire, UK.

The report documented the logistics of each field test: date, time, number of students etc. These data will be correlated by the IO leader to produce an overall profile of the tests that have been carried out. The output from this IO will be a series of games in different styles and formats. The aim is to find out through surveys and focus group discussions how successful each type is. The games provided have been tested with learner groups from primary and secondary schools provided by the partners.

4.Teacher Training Course
Leading Partner: Italian University Line, Italy.

Intellectual Output 14: Teacher Training Course Development
Leading Partner: Italian University Line, Italy.

I014 will capitalise on the technical guidelines produced in IO4, and 05 and information received from the field testing in IO11 to create a teacher training package to enable teachers to create and use games effectively in a variety of situations. UCLAN operates as a certifying body for teaching and teacher training courses as well as examination suites and materials.

Intellectual Output 16: Teacher Training Course 2 with modified material
Leading Partner: Italian University Line, Italy.

The prime aim of the course was to train teachers how to produce and implement games. Trainees were to use the guidelines and the samples as a starting point for their own production and be encouraged to keep a self-reflection document of their process both as creators and of the final use in the classroom.

Intellectual Output 17: Teacher Training Report
Leading Partner: Italian University Line, Italy.

 Feedback was invited from trainees to be collated and analysed in the form of an extensive teacher training report to be disseminated to the project partners and beyond.