Proceedings of the 51st Hawaii International Conference on System Sciences | 2018

An Educational Adventure Game for Teaching Information Literacy and Student Engagement

Myungjae Kwak Alex Koohang Kevin Floyd Middle Georgia State University Middle Georgia State University Middle Georgia State University [email protected] [email protected] [email protected]

Anthony Choi Mercer University [email protected]

Abstract sophomores. In the game, an innovative and engaging adventure story cushions the learning concepts to The focus of games has broadened beyond provide an alternate method for obtaining knowledge entertainment purposes to serve as a vital tool in other about a specific concept. An interactive and branching areas including education, business, and health. In this dialog system is used to enforce learning by trial-and- paper, a 2D educational adventure game is presented error. The game includes a series of mini games that and evaluated. The purpose of the game is to teach have been designed to teach various information literacy college students several important aspects of concepts. The game consists of three acts. The level of information literacy. Students are expected to become difficulty increases with each act, and serves to build comfortable with various concepts of information upon learned concepts and assess a student’s literacy such as keyword searches, identifying sources, comprehension of concepts. The rate of completion for and proper reference citing. To better engage students, in game tasks indicates whether or not a student has the game progresses around an interesting adventure learned and understood a concept or requires more story and uses seven mini games designed to teach basic practice. information literacy concepts. The evaluation results We evaluated the game using the pre-test and post- show a very promising future for the game. test method to see if the design of the game would work as intended. In comparing the pre- and post-tests, the evaluation results showed a significant performance improvement. 1. Introduction 2. Related Work Games have been developed not only for entertainment but also as effective tools for educating, motivating, and changing behavior [1]. Various studies Several studies have been conducted to determine show that serious games can be effectively used to the benefits of using games for informal learning and facilitate deep and sustained learning [2, 3, 4]. Games transformative education [7, 8, 9, 10, 11]. Educational are also making their way into education as a means of game researchers typically implement their games to helping to motivate and engage students during the encourage problem-based, experiential, engaged, and learning process. situational learning and support deep learning by In this paper, we present an educational game, providing immediate feedback, personalization, and Tesla’s Revenge, designed and developed by a group of challenges [9, 12, 13, 11]. While a number of studies university students, librarians, and faculty to teach show the positive effects of educational games [14, 15, various information literacy concepts to college 16, 17, 18], some studies report neutral results or little freshmen and sophomore students [5, 6]. The overall effect [19, 20, 21, 22, 23]. Therefore, we believe that focus of the game is to increase a college student’s much more study and research is needed for effective information literacy through the introduction of an design and implementation of educational games. interactive learning tool. Games have been used in many different educational Our educational game is intended to be used in settings. Morrison and Preston studied how gaming has information literacy courses for college freshmen and been suffused into the curriculum of major universities

URI: http://hdl.handle.net/10125/50345 Page 3616 ISBN: 978-0-9981331-1-9 (CC BY-NC-ND 4.0)

in the United States and found that many programs use people from five local schools, in Northern England, gaming in their introductory courses to increase with interviews taking place in 2009. The sample group motivation and improve retention [3]. was predominantly male, comprised of 24 males and 4 Librarians also have been using games to teach females ranging in age between 11 and 17 years information literacy to college students, but their old. Questions focused on identifying the types of attempts have not been much successful. Van Leer games that the interviewees played and enjoyed, how laments the quality of “games” that librarians have been they selected games, and what they enjoyed about them using, stating that these games are more of a vehicle for [27]. exposition [24]. These games often lack the element of Interviews were recorded and transcribed verbatim. interaction that users expect from games. Moreover, Transcripts were read and analyzed with emphasis on such games come across as quizzes or tutorials rather verbal cues related to information behavior, literacy, and than something that is played for enjoyment. Gee argues learning. The main reasons cited by study respondents that a good game should be interactive, give the player for playing games are “challenge” and feedback, and expose them to new and well-ordered “entertainment.” Interviewees also indicated seeking problems, a concept very similar to the idea of out games that were long and difficult. The most scaffolding [25]. With this approach, the problems frequently mentioned type of game played was the first- encountered by the player should be solvable based on person shooter, a game where you see the world through the knowledge that they have acquired and built upon the eyes of your chosen player and the objectives are during the course of the game. usually killing other people or creatures [27]. When Schiller examines the similarity between the asked about game related learning, students seemed to principles of sound game design and sound instruction have a harder time connecting their efforts within the by analyzing the elements of teaching and learning game to real world learning, and older respondents were utilized in the video game Portal from Valve Software especially hesitant to identify game related learning [26]. Within the game, the player is asked to complete [27]. While some students mentioned problem solving tasks that become more complex as the game as a learning feature, others mentioned that learning how progresses. Schiller reasons that the game design to play the game was applicable to real world learning. provides “more intervention to players who need it most The study also identified elements of textual literacy and then gradually removes support as players that can be associated with gameplay. Interviewees demonstrate a skill level that allows them to stand on would identify keywords and meanings in on screen text their own” [26]. to solve in-game problems, or determine what to do Schiller also analyzed the merits of Portal’s game next. If they were having issues with gameplay, they design as a model for effective instructional design and would realize that the text and provided information claimed that there is value in learning through trial and within the game could help them progress. This error and that this is something that Google and the idea demonstrated that they could identify an information of federated searching has taken away due to their focus need, and were able to use resources to find necessary on ease of use [26]. The focus on ease of use means that information to satisfy it. In summary, study participants failure is not always visible to the user. Even if your did make active use of the text within the games to search fails, there will be results on the page, this takes improve gameplay and solve problems within the game away the element of “trial and error.” If the search hides world [27]. The study also suggested that young people your failure, where is your motivation to try something are “focused on finding information to solve problems” else, or to try to find better results? It could be argued and that they want to discover information and apply that this is the true challenge for effective instruction it. Games that focus too much on finding information through interactive learning to make failure not only but not enough on using it to solve a problem may not evident, but a part of the learning process. keep the player’s attention [27]. They concluded that an Games are structured in such a way as to make attractive appearance, effective gameplay and relevant difficulties and challenges not only expected but also activities that are specific to the context, and goals of the enjoyable. Gumulak and Webber found that the students learner are key components to creating enthusiasm when they interviewed found long and difficult games are implementing well-planned game based learning. more enjoyable because of the excitement and sense of Csikszentmihalyi [28] defines flow as a mental state achievement that they felt when these obstacles are of complete absorption in an activity [29]. In the flow overcome [27]. Gumulak and Webber’s study examines state, a person is completely focused and motivated, and the nature of gaming, learning, and literacies among enjoys the activity. Moreover, emotions are not just teenagers. They set out to investigate the various ways contained and channeled, but positive, energized, and that teenagers interact with video games. A qualitative aligned with the task at hand [29, 28]. study was run on a convenience sample of 28 young

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While “serious games,” which date back several by Reeves and Read [33], the following six items were millennia [30], denote full-fledged games designed for incorporated into the game: self-representation with non-entertainment purposes [31], “gamified” avatars; narrative context; feedback; reputations, ranks, applications incorporate elements of games [32, 31]. and levels; competition under rules that are explicit and Reeves and Read [33] identified the “Ten Ingredients of enforced; time pressure. Great Games”: self-representation with avatars; three- dimensional environments; narrative context; feedback; 3.1. Engaging Game Story and Gameplay reputations, ranks, and levels; marketplaces and economies; competition under rules that are explicit and In the new version of the game, an innovative, enforced; teams; parallel communication systems that engaging adventure story is introduced to increase the can be easily configured; time pressure [31]. learning effects by better engaging players. It becomes Ralph and Monu proposed a unified theory of digital a mystery adventure game in which the player is a games by reconciling the Mechanics-Dynamics- student in a library. When a mysterious malefactor Aesthetics framework and the Elemental Tetrad [34]. blasts a hole in the middle of the building, the player is The proposed theory differentiates game mechanics sent on a journey to uncover the mystery regarding who from narrative mechanics, distinguishes three types of would cause such destruction and what would serve as narratives including embedded narratives, emergent the primary motivation for such destruction. Figure 1 narratives, and players’ interpretations of these shows the game level depicting the destroyed library. narratives, and clarifies the meaning of aesthetics and dynamics within game studies [34].

3. Game Design and Development

The design goal of our educational game was to provide a significant contribution to this promising, albeit partially established, field by incorporating immersive 2D virtual worlds with educational games, and by evaluating its effectiveness using experimental design. Immersive gaming features [35, 36] have been successfully used in a number of 2D educational games. We believe that Tesla’s Revenge’s combination of Figure 1. Basic Game Level immersive 2D virtual worlds and game story is likely to The identity of the perpetrator remains unknown to facilitate flow experience [29, 37]. With neither fear nor the player until the end of the game. At the end of the frustration, and the appeal of exploration, students are game it is revealed that the enemy is an undead Nikola fully absorbed in playing mini-games, and gain a deeper Tesla who is consumed with enacting revenge on the understanding of information literacy while learning world for forgetting about his scientific contributions. how to apply this understanding to new problems. Tesla uses his death beam invention to etch a hole in the Designing and developing a game usually requires middle of the library. The death beam is appropriately an iterative process and the first version of a game can named for its ability to destroy any object through which be radically different from the final version. Such is the it passes. Beyond its ability to enact death, the death case with our game, Tesla’s Revenge. The first version beam also releases chaotic energy that infuses objects of this game was titled Chasing the Truth, a mystery around the library and turns them into monstrous narrative, and it lacked many features of an entertaining creatures. educational game, the most important being an overall The game is split into three major scenes and lack of fun [5]. The previous version was not enjoyable progress in the story is made by completing Quests and to play in many ways as it was too linear and unengaging speaking to specific people in the library (see Figure 2). in the gameplay. It was more of an instructional Each of these scenes takes place on one of the floors of software that uses little gaming features and focuses on the building. Throughout the game, players are transferring knowledge. Therefore, the development confronted with creatures that have been infected with team decided to rebuild the overall design of the game. the chaotic energy (see Figure 3). Each encounter with The new version of the game was designed to the creatures opens a mini game, which is used to teach include a set of ‘game elements’, which was identified specific types of information literacy concepts. Figure 4 by previous studies [33, 31], to better engage the game shows a mini-game for correcting punctuation errors. players. Out of the ten ingredients of games identified

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developed including Quotron, Water Pipes (see Figure 6), Keyword Search (see Figure 7), Powerbox (see Figure 8), Book Cart (see Figure 9), Runner, and Terminal. Each mini-game was designed to teach a specific type of information literacy and include game elements that improve engagement (see Table 1). The keyword search game is designed to teach students how to recalibrate the search engine within the library computers, and the water pipes mini-game was designed to teach citation concepts. These mini-games have three purposes: to engage and entertain the player, teach a Figure 2. Talking to librarian concept of information literacy, and progress the story.

Table 1. Design Goals and Game Elements of Mini-games Mini-games Learning Objectives Game Elements Quotron Proper use of Avatar, levels; rules, quotation marks time Water Pipes Identification of parts Avatar, levels, rules, of an article time Keyword Proper use of search Levels, rules, time Search keywords Powerbox Correct use of Levels, rules, time AND/OR operator Figure 3. Confronting Monstrous Creature, Quotron Book Cart Selection of an Levels, rules, time appropriate resources Runner Appropriate use of Levels, rules, punctuations feedback, time Terminal Proper citation of Levels, rules, time resources

Figure 4. Mini-Game for Correcting Punctuation Errors

Figure 6. Water Pipes Mini-Game

Figure 5. A Scene of the Quotron Mini-Game The first enemy the player encounters in the game is Quotron, a giant pair of floating double quotation marks (see Figure 5). The creature is ugly and intimidating, but if the player successfully removes the incorrect punctuation in the mini-game, the Quotron will be Figure 7. Keyword Search Mini-Game eradicated. There are a total of 7 mini-games have been

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4. User Study Evaluation

4.1. Experiment Design and Evaluation Metrics

The game was evaluated using the pre-test and post- test method to see if the design of our 2D adventure game is effective in teaching information literacy. We designed two sets of seven questions to evaluate seven Figure 8. Powerbox Mini-Game different concepts of information literacy, each taught in a mini-game. One set of the seven questions is used for the pre-test and the other set for the post-test (see Appendix). We recruited forty-eight (48) college students who needed to take a basic information literacy course required by the university and taught by a librarian. Table 2 shows the basic demographics of the participants.

Table 2. Demographics of Participants Age Gender Ethnic <18 3 Male 39 African- 17 Figure 9. Book Cart Mini-Game American 3.2. UI Design and Development 18-25 40 Female 9 Asian 2 26-33 4 Caucasian 26 Tesla’s Revenge is a 2D, 8-bit style game (see Figure 34-41 1 Hispanic 3 1). The art style is modeled after older 2D games. The >42 Others 0 style was chosen for the game because game designers and programmers thought it would make the game Out of the forty-eight students, twenty-four were appealing and engaging to any age player. randomly assigned to the control group and twenty-four The game has been developed using the Unity 3D to the experimental group. Both groups took the pre-test. game engine. Unity, a powerful and versatile tool, has Then the control group was taught for an hour by the been an integral part of the developmental process. The librarian in a traditional information literacy course game uses keyboard input to control the character and using Power point slides and course materials. The mouse interaction for extra control. The player may experimental group played the game for about an hour, control their character with the arrow keys and the “F” after a brief introduction of the game instead of taking key to interact with the world. Mini games are the traditional information literacy course taught by the controlled in a similar fashion. librarian. Then both groups took the post-test. Next, two The User Interface (UI), what the player sees on the librarians grade the seven questions using the 5-point screen, is very simple. The Quest panel can be found in Likert scale. The answers were graded from 1 (very bad) the top left corner, and the player can access the panel to 5 (very good). to see what quests need to be accomplished during a We calculated the mean value of the grades of the specific phase of the game. The inventory system for seven questions and conducted paired-samples t-test to the game was built by using Unity’s UI system. The compare the pre and post-test results, and conducted an player knows what he or she is currently holding by independent-samples t-test to see the difference between looking at the inventory system. A dialogue system has the control group and experiment group. also been designed and developed for the game. The dialogue system allows players to interact and converse 4.2. Results with other non-playable characters (NPCs) within the game. Players will be able to extract vital information Table 3 shows the descriptive statistics of the pre and from these non-playable characters regarding what is post-test results of both control and experimental going on or what quest to follow. groups. As expected, both post-test results show that

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student grade was improved after taking the information Regarding the question about what they like the most literacy course or playing the game. about the game, seven (29%) of the players pointed to the story of the game and six (25%) picked game action Table 3. Descriptive Statistics and play. Table 6 shows the most-liked features of the Group Test Mean N S.D. game. Control Pre 3.68 24 .45 Post 4.14 24 .26 Table 6. Most-liked features of the game Experiment Pre 3.54 24 .56 Game Features # of Subjects Post 4.58 24 .24 Game Story & Narrative 7 (29%) Game Mechanics & Action (like playing 6 (25%) Table 4 shows the results of the paired-samples t- an actual game) test. The paired-samples t-test between pre and post-test Game Avatars & Characters 4 (17%) Difficulty Levels and Feedback 3 (13%) results of the condition group showed that the difference Graphics (Aesthetics) 3 (13%) between the pre and post-test results is statistically significant (t(23) = -5.07, p<0.001). In addition, the We think that the experiment results and answers to paired-samples t-test between pre and post-test results the open-ended questions show that the learning goals of the experiment group showed that the difference of the game were achieved by incorporating various between the pre and post-test results is statistically game elements such as an interesting story, avatars, significant (t(23) = -8.23, p<0.001). In both groups, the game action, narrative context, game rules, feedback, post-test results produced a significant improvement. difficulty levels and time pressure.

Table 4. Paired-samples t-test Pair Mean S.D. t df Sig.(2-tailed) 5. Conclusion and Future Work Control -.47 .45 -5.07 23 .000 (pre-post) Educational games could provide students with Experiment -1.05 .62 -8.23 23 .000 alternate methods of learning and understanding (pre-post) subjects. While it needs to be further analyzed and

examined, the preliminary evaluation results show a We also conducted an independent-samples t-test to very promising future for the 2D educational adventure examine whether or not playing the library game game presented in this paper, It could offer instructors outperforms the traditional information literacy class. an innovative and engaging way to promote student The t-test results show that the difference between the interest and comprehension. post-test results of the two groups is statistically Considering the test results including the significant (t(46) = -5.994, p<0.001). This means the effectiveness of each mini-game and player feedback, post-test results of the experiment group produced a we argue that the learning goals of the library game were significant improvement and playing the library game achieved. In the future, we plan to fully analyze the could be better than taking a traditional information evaluation results and enhance the game further by literacy course. referring to the test results and feedback. In addition, we

Table 5. Independent-samples t-test between post-test plan to open this game to the public, gather and analyze results of the condition and experiment groups more detailed gaming data of user behaviors, and t df Sig.(2-tailed) publish the analysis results. Post Test -5.994 46 .000 * Levene’s Test for Equality of Variances (F(.023), Sig.(.880)) 6. References 4.3. Discussions [1] U. Riterfield, M. Cody and P. Vorderer, Serious To further analyze the experiment results, we also games: mechanisms and effects, New York: asked several open-ended questions of the participants Routledge, 2010. including whether they think the game is useful for [2] J. Gee, Good Video Games and Good Learning: improving their information literacy skills. Twenty- Collected Essays on Video Games, Learning and three (96%) of the twenty-four subjects of the Literacy, 1st ed., New York: Peter Lang experimental group answered that the game helped International Academic Publishers, 2007. somewhat or very much and only one participant responded that it did not help. [3] B. B. Morrison and J. A. Preston, "Engagement: gaming throughout the curriculum," ACM

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APPENDIX

Pre-Test Questionnaire 1. Correct the following statement using proper The three year old declared, You and me don’t know quotation marks in text citation. how to dance! This is jumping. Walker, Jeremy S. (2016). Making friends with 2. Properly label the elements of the following pythons. Porridge Field, Idaho: National Wildlife citation. Association. 3. If you are searching for information on “Overwatch” game characters, what keywords would you use? 4. If you are looking for information on silent films or Charlie Chaplin, how would you structure your search? 5. You are writing a paper about the video game “No Primary Source: Man’s Sky”. What would you use as a primary Secondary Source: source? What would you use as a secondary source? 6. Pretend that the following segment is from an article:

“Tomorrow, January 7, 3044 will mark the release of the new animal friendly hang-gliders. Animal lovers have already begun gathering at the testing site: Mount Camjeds. The animal friendly hand- gliders will include custom-sized chairs with safety belts. Each animal will be fitted with a parachute that automatically opens if the animal becomes separated from the glider while in flight.”

You see the following sentence in a completely different article:

“The animal friendly hand-gliders will include custom-sized chairs with safety belts.”

Would this sentence be considered a summary, direct quote, or paraphrase?

7. Correct the following run-on sentence.

Cake goes well with ice cream they complement

each other’s flavor.

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Post-Test Questionnaire Grandmother spoke hushedly saying Merlin 1. Correct the following statement using proper transformed into a peasant and melted into the quotation marks in text citation. unwashed crowd before them as King Arthur looked on flanked by his knights.

2. Properly correct the following citation.

Said, Edward W. Culture and Imperialism. Knopf,

1994. 3. You are looking for information about the architecture in renaissance Italy. What keywords would give you the desired results? 4. You are looking for information on Italian architecture but NOT the landscape, how would you formulate your search?

5. You’re writing a paper about the film “Die Hard”, Primary Source: starring Bruce Willis. What will serve as a primary Secondary Source: source? 6. Briefly summarize the following paragraph. Summary:

“Nikola Tesla was born in 1856 and died in 1943.

He was born on or around July 9/10 in 1856 in

Smiljan Croatia formerly part of Austria-Hungary.

He studied engineering at the Technical University

at Graz Austria, and continued studies at the

University of Prague until his father’s death. During

his time in Austria he witnessed a demonstration of

a direct-current electric dynamo motor and felt that

the machine could be improved by eliminating the

commutator and sparking brushes. He had the idea

for an induction motor. Tesla built his first working

induction motor in 1883. He left Europe for New

York and set up a laboratory and workshop in

1887.” 7. Correct the following run-on sentence.

Toni Morrison is a professor at Princeton

University, she wrote the novel The Bluest Eye.

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