Design and Approach to Digital Game- Based Learning November 2018 Table of Contents

EXECUTIVE SUMMARY 4 CAN’T WAIT TO LEARN - JORDAN READING GAME 77 Game Design in Jordan 78 FIGURES 8 Development of Arabic Content for the Reading Game 78 Overview 79 TABLES 9 Educational Design 97 Game Design Assessment 100 ACRONYMS AND ABBREVIATIONS 9 Summary 105 Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - DIGITAL GAME-BASED LEARNING 11 CONCLUSIONS 107 Technology for Educational Delivery 12 Towards the Future 108 Perceptions About Games for Learning 13 Game Development 110 Digital Games 14 The Future of Can’t Wait to Learn 111 Digital Games vs. Digital Game-Based Learning 17 Components of Digital Game-Based Learning 19 BIBLIOGRAPHY AND ANNEXES 113 Theoretical Frameworks of Digital Game-Based Learning 24 Bibliography 114 Summary 31 Annex 1: Uganda Maths Mini-Games 118 Annex 2: Jordan Reading Mini-Games 120 DIGITAL GAME-BASED LEARNING FOR UNDERSERVED POPULATIONS 33 Educational Technology for Children in Emergencies 34 Tablet and Mobile Interventions for Underserved Children 35 Mobile Phone Intervention in Kenya and Uganda 35 Tablet Intervention in Zambia 36 Tablet Intervention in Malawi 36 Digital Game-Based Learning as a Potential Solution 37 Why is Can’t Wait to Learn Needed in Underserved Regions? 40 Regions for Can’t Wait To Learn Implementation 40 Summary 49

CAN’T WAIT TO LEARN - UGANDA MATHS GAME 51 Game Design in Uganda 52 Pedagogic Background to the Maths Game 52 Overview 53 Educational Design 68 Game Design Assessment 70 Summary 75

2 3 Executive Summary The introduction of educational technologies Biggs (1999), good pedagogical design ensures has not changed human beings’ fundamental that there is total alignment between the capacity to learn, but it has profoundly changed curriculum we teach, the methods we use, the Education is a fundamental human right, resources for education. In addition, the chal- how ideas and practices are communicated learning environment we choose, and the enshrined in a range of global statutes. It pro- lenges of protection, social development, and (Beetham & Sharpe, 2007). It can be argued assessment procedures we adopt. A principled vides a pathway to life-saving information, to psychosocial well-being affect a child’s experi- that there are really no models of digital game- approach should be taken, using a set of con- protective resources and spaces, and it is the ence of education. based learning per se – only re-enhancements textualised practices that are constantly most effective pathway to increasing life of existing models of learning. The challenge is adapting to circumstances. chances and to reducing poverty and inequality Recent years have seen a ‘shift in the global to describe how technology allows underlying (High-Level Panel of Eminent Persons on the conversation on education from a focus on access processes common to all learning to function Research shows that educational programmes Post-2015 Development Agenda, 2013). A to access plus learning’ (UNESCO, 2017), including effectively (Mayes & de Freitas, 2007). The role with or without the use of technology applica- number of studies agree that access to educa- indicators of success from access to a focus on of technology may be primarily to get remote tions have not always been successful in tion can serve as a protective factor for quality (Petrosino, Morgan, Fronius, Tanner-Smith, learners into a position to learn as favourably developing countries (Bitew, 2008; UNICEF, children, including access to support and help & Boruch, 2012). However, the resources needed as if they were school-based, rather than 2009; Unwin, 2009). The three most important with issues of abuse, access to life-saving to deliver education via traditional, formal access offering a new learning method. This example factors for an educational programme to be information, and access to safe spaces (Burde modalities are unlikely to be found (Burnett & is more a new model of educational delivery successful are: 1) location, 2) flexibility, and 3) & Linden, 2012; Rose & Greeley, 2006; Felsman, 2012). Additional challenges, where than a new model of learning. According to continuity (UNICEF, 2009). Winthrop & Matsui, 2013). In complex emer- children may drop out, fail exams, or not succeed gencies and fragile states where there are in learning during their education (UNESCO, 2017; multiple developmental and political chal- UNICEF, 2013) also invalidate access as a stan- Can’t Wait to Learn: The Intervention Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Executive Summary lenges, there is more pressure and fewer dalone indicator of successful provision. To address the aforementioned challenges to played for a maximum of 5 times a week, 45 education in underserved regions, Can’t Wait To minutes a day over six months (the control Learn (CWTL) created technological education group received informal education). The results Innovation and Technology programmes for the Middle East and Africa. demonstrated a significant increase in mathe- In the outline of the global policy framework 2010; Latchem, 2012; Power, Gater, Grant, & The project began in 2011 when a consortium matical knowledge and motivation to learn above, traditional approaches are seen as Winters, 2014; Selinger, 2009) focused on of stakeholders, including the Sudanese when compared to the control condition of being unlikely to meet the existing needs of lessons learnt and agreed on these points: Ministry of Education, Ahfad University for face-to face-teaching. global education in the immediate future.One Women, War Child Holland (WCH), and The key area of opportunity has been promoted, 1. Successful projects focus on content and Netherlands Organisation for applied scientific The successful educational outcomes of the namely ‘the use of digital games in education infrastructure instead of on the provision of research (TNO), developed a digital game for Sudanese Mathematics Game in 2012 and [which] can increase access to learning oppor- hardware; mathematics based on the Sudanese national 2014 paved the way for the creation of the tunities’ (UNESCO Institute for Statistics, 2009, out-of-school maths curriculum, in order to CWTL programme and its implementation of a p. 9). Whilst there is material which heralds 2. A range of partners need to be mobilised, make basic education available where formally mathematics game in Jordan, Lebanon, and digital game-based learning (DGBL) as a rela- including governments and the private trained teachers or schools are not present. Uganda. In addition, a reading game was tively simple way of giving children in the sector, to aid in the creation of an enabling The game was evaluated by a quasi-experi- designed and is currently being piloted in Jordan developing world access to education (Bender, environment; and mental design during two pilots. The game was and Sudan. Kane, Cornish, & Donahue, 2012), there is also scepticism that this enthusiasm may relate 3. DGBL should be interpreted broadly, and specifically to marketing of digital games for practitioners should be prepared to consider Can’t Wait To Learn’s Unique Proposition learning or distance learning products (Daniel, how mixed-media programming might be CWTL focuses on the factors suggested by educational system, if desired by the learner 2010; Krstić, 2008). To address this scepticism, appropriate for different groups. UNICEF (2009) to make a successful educa- and their family. This is in line with the more additional studies in the Global South (Daniel, tional programme. The intervention provides general conclusion of Clark (2002) who asserts, an appropriate location for accessing learning ‘in order for technology to improve learning, it materials and supplementary face-to-face must “fit” into students’ lives...not the other contact; flexibility in learning alongside other way around’ (p. 1). The educational game and demands of the family, which might interrupt a context in which children play reflects these traditional school schedule; and the opportu- success factors of educational programmes in nity for progression into the mainstream developing countries.

4 5 Concept and Theory of Change The theory of change driving CWTL is two-fold: implement the programme. Central to the pro- development company, the visual design, assets, Given that remote communities often lack any sort gramme is the relationship with the Ministry of video, and audio recordings are produced in a co-cre- of educational provision, the games developed by 1. The theory of change at the level of the child Education, along with defining their degree of ative process with the region where the digital game our programme support autonomous, self-paced - if a child has access to appropriate, quality involvement in the programme’s development. Once will be implemented. The in-country roll-out is learning and educational continuity. The games are education, they are more likely to stay all this has taken place, an educational needs initiated by preparing the schools or learning centres flexible in terms of the schedule, which allows engaged with education and have increased assessment is conducted for that country or region. for programming. This includes a safe space for the students to perform household tasks when their resilience and future opportunities. This assessment then provides insights or recom- children, as well as having charging and tablet caregivers and families require help. They can mendations for the digital game application, in storage in place. Teacher and IT training are also follow an individual learning path, skipping a few 2. The theory of change at the level of formative particular the language and mathematics levels. taking place during the initial roll-out, as well as days whenever household tasks prevent them from research (which can provide the foundation While the application itself is produced by a game locating potential Training of Trainers (ToTs). joining learning sessions and continuing at their for future iterations of the programme if it is own level whenever they can. In some contexts, like proven successful) - if the power of innova-

in Sudan, children should prepare for official exams, tive education technology is coupled with a Country/Context Partner Needs Initial Iterative which allows them to enroll in regular education. strong partnership and context specific indentification indentification assassment roll-out improvement This means the curriculum of the game must be the approach, then disadvantaged children can 1 2 3 4 5 6 7 8 9 same as the official curriculum for out-of-school be provided with previously unavailable

children, with an official endorsement from the chances to access cost-effective, quality Stakeholder MoE introduction Programme design Expansion Ministry of Education of each country. education opportunities. mapping and induction and game build Figure 1. Can’t Wait to Learn Programme Stages Can’t Wait To Learn Games Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Executive Summary The CWTL games were developed in order to The second level, that of the mini-games, has a Report Overview make basic education available without teachers different pedagogy, with direct feedback on With this report, the programme partners and America. Chapter 2 includes a discussion of how or formal institutions, through a serious game performance and consequently less control over War Child Holland present their educational digital game-based learning could be a possible made available on hardware that was placed in a the environment. Each mini-game addresses a digital games for out-of-school and in-school at tool to close the learning gap for underserved community and supported by local facilitators. specific mathematical or reading concept. Some risk students, called CWTL. This report focuses populations and, in particular, why CWTL is CWTL has developed two different games: one for mini-games have variations that can be used for on the various game elements and processes closing this learning gap. Chapter 2 concludes mathematics and one for reading (discussed in several mathematical or reading concepts, and employed for an innovative digital game designed with our desk assessment on each of the four more detail in Chapters 3 and 4, respectively). all mathematical or reading concepts can be to scale. These are important for the humanitar- countries we now serve: Sudan, Jordan, Lebanon, Both games have been designed as single player practised within several mini-games. This was ian sector, given the challenging context in which and Uganda. games within a game world. The maths game was designed to help the children understand the the digital games were implemented. designed as a city builder game, while the reading mathematical or reading concept while staying Chapters 3 and 4 document the design of both game was designed as a social game. In both the motivated. Progress through the game is based Chapter 1 provides an introduction to digital the maths and reading games, respectively. maths and reading game, children decide whether on performance; the number of correct answers game-based learning (DGBL) and how it fits in they want to watch an instructional video, check within a certain time-frame determines whether relation to other terms, such as serious games, Chapter 3 describes the maths game created for their progress, or play a mini-game. Both CWTL children can continue to a more difficult mathe- e-learning, and edutainment. Chapter 1 also Uganda and Chapter 4 describes the reading games provide several levels of pedagogy. The matical or reading concept. This ensures that discusses the elements of games, such as game game created for Jordan. In describing the design first level is that of the game world, which provides players always work at their own level and pace. modes, aesthetics, mechanics, narrative, and and development of the CWTL games, we draw the connecting narratives for the second level of rewards. It concludes with a discussion of the from the game design elements and theoretical separate mini-games (games within games that three theories of game design that were incorpo- frameworks mentioned in Chapter 1. We highlight provide educational tasks). The game world (dis- Can’t Wait to Learn’s Stages rated in the design of CWTL. the co-creation process of the visual elements of cussed in detail in Chapters 3 and 4) asks the The CWTL programme is built on relationships with the games and present the educational design player/student to help characters achieve goals in Ministries of Education, local NGOs (in each country), Chapter 2 describes the current educational crisis for each game. We conclude with our approach to their lives, like becoming a goat herder or doctor. game software companies, educational research for children in the developing world, particularly quality assurance and the process of how we Half of the jobs are familiar roles within the target organisations, and visual design experts. Countries those living in emergency contexts. We propose assess the games’ success or failure through the communities, such as a cook, tractor owner, or are identified by their ability to structure a scale-up tablet and mobile-based interventions as an area management portal. brick maker. The other half are known to the and by the strength of their relationships with of opportunity that has the potential to mitigate children, but are less familiar, like a teacher, nurse, non-governmental entities. Once a country is identi- the lack of education in underserved populations. Chapter 5 provides a summary of the conclusions doctor, and engineer. In a playful way, this helps fied, CWTL conducts a stakeholder analysis and We review some successful educational tablet of the CWTL programme and the future of the the children to broaden their future perspectives. identifies more partners that could help to and mobile interventions in Africa and South programme.

6 7 Figures Tables Figure 1. Can’t Wait to Learn Programme Stages �� 4 Figure 2. The shifting roles of game-based teaching �� 16 Figure 3. Digital game-based learning comes only when engagement and learning are both high �� 18 Table 1. Digital Games vs Digital Game-Based Learning �� 16 Figure 4. The relationship between serious games and related concepts �� 19 Table 2. Types of Reward Schedules �� 20 Figure 5. Exploratory game design model �� 23 Table 3. Categories for Digital Learning Games �� 21 Figure 6. Self-Determination Theory of student motivation �� 26 Figure 7. Framework of flow in computer-mediated environments �� 28 Table 4. Gee’s Learning Principles �� 25 Figure 8. Three channel model of flow �� 28 Table 5. Summary of Game Design Pattern Structural Framework �� 28 Figure 9. Primary School Enrollment in CWTL Regions �� 45 Table 6. Elements of the Maths Game’s Development �� 57 Figure 10. Primary School Enrollment in CWTL Regions �� 50 Figure 11. Uganda Maths Game; Open world with game guide �� 54 Table 7. Characters and Locations in the Uganda Maths Game �� 66 Figure 12. Sample mini-game �� 55 Table 8. Streaming-in Points and the Corresponding Mastery Level �� 68 Figure 13. Summary of elements from the curriculum and game play functionality in the Uganda Maths Game � 56 Table 9. Quality Assurance Testing for Uganda Maths Game �� 71 Figure 14. Empty game world Uganda. �� 59 Figure 15. Bird’s-eye view of the completed overworld (world map) in Uganda �� 59 Table 10. Elements of the Reading Game’s Development �� 82 Figure 16. Meter progression shown as a star �� 61 Table 11. Characters and Locations in Overworld 1 Jordan Reading Game �� 94 Figure 17. Building progression shown through upgrades �� 63 Table 12. Characters and Locations in Overworld 2 Jordan Reading Game �� 95 Figure 18. CWTL’s Game Design Process �� 64 Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - List of Figures Figure 19. Classical roles of users, researchers, and designers vs co-designing �� 65 Table 13. Placement Test Streaming-in Points per Bubble Level for Jordan Reading Game �� 97 Figure 20. Participatory Research Process Summary for Can’t Wait To Learn �� 66 Table 14. Quality Assurance Testing Summary �� 100 Figure 21. Uganda maths game’s guide, Jane �� 67 Table 15. Changes to the Reading Game �� 108 Figure 22. Ugandan characters �� 68 Figure 23. CWTL’s Pedagogical Design Process �� 69 Figure 24. Bubble structure for Uganda in Level 1 �� 70 Figure 25. Model for iterative game design �� 73 Acronyms and Abbreviations Figure 26. Pilot Implementation: Uganda Maths Game �� 75 CWTL Can’t Wait to Learn ReHOPE Refugee and Host Population Figure 27. Can’t Wait to Learn Management Portal �� 76 Empowerment Strategy Figure 28. Jordan Reading Game in the Neighborhood Mode �� 81 DGBL Digital Game-Based Learning SDT Self Determination Theory Figure 29. Summary of elements in the Jordanian Reading Game �� 81 EFA Education Funding Agency Figure 30. Sample minigame 40 �� 82 SDG Sustainable Development Goal GoL Government of Lebanon Figure 31. Three character rooms: kitchen, living room 1, and living room 2 �� 85 TNO The Netherlands Organisation Figure 32. Bird’s-eye view of the overworld (world map) in Jordan �� 86 IDPs Internally Displaced Persons for applied scientific research Figure 33. Mini-game compare two pictures and select the differences �� 87 LCRP Lebanon Crisis Response Plan ToTs Training of Trainers Figure 34. Personal space in Jordan showing a shelf with a silhouette of trophies �� 88 LWB Libraries Without Borders Figure 35. Examples of trophies from the neighbourhood mode of the Jordanian Reading Game. �� 90 USAID The United States Agency for International Development Figure 36. Wreath: The social meter for the Jordanian Reading Game. �� 90 MDGs Millennium Development Goals Figure 37. Example of trophies from the second overworld mode of the Jordan Reading Game. �� 91 MEHE Ministry of Education and UNESCO United Nations Educational, Scientific and Cultural Organization Figure 38. Classical roles of users, researchers, and designers vs co-designing �� 92 Higher Education Figure 39. CWTL’s Game Design Process �� 93 NFE Non-Formal Education UNHCR United Nations High Figure 40. Co-creation process at Can’t Wait To Learn conducted by Butterfly Works �� 94 Commissioner for Refugees RACE Reaching All Children with Figure 41. Jordanian guide, Eyman, in the Reading Game �� 95 Education plan UNICEF United Nations International Figure 42. Jordanian characters from the first overworld �� 97 Children’s Emergency Fund Figure 43. CWTL’s Pedagogical Design Process. �� 98 WCH War Child Holland Figure 44. Level 1 Bubble structure for Jordan Can’t Wait To Learn Reading Game. �� 99 Figure 45. Image capture of a Jordan Reading Video. �� 101 Figure 46. Model for iterative game design �� 103 Figure 47. Pilot Implementation: Jordan Reading Game �� 105 Figure 48. Screen capture of management portal and its functionality �� 106 Figure 49. CWTL’s Agile Game Development Process �� 111

8 9 Digital Game- Based Learning Technology for Educational Delivery Perceptions About Games for Learning As described in the executive summary, tech- This seems to be the case for boys as well as nology has not changed human beings’ girls, although the low number of studies that Within the field of education, there is still the shifts back and forth between four roles: fundamental capacity to learn, but it has reported statistics for males and females pro- presumption that games are a leisure activity instructor, playmaker, guide, and explorer changed how ideas are communicated vides a reason to consider these results with with little pedagogic value. Many education (Figure 2). As the instructor, the teacher plans (Beetham & Sharpe, 2007). With this clarifica- caution. All age groups showed significant posi- professionals have difficulty accepting that and communicates the goals of the game so tion, one can understand technology as tive results for the use of computer gaming or games can be used as educational tools. This that they are balanced with the educational providing a new model of educational delivery interactive simulation. The type of activity and apparent lack of acceptance stems from goals. As a playmaker, the teacher communi- rather than a new model of learning. Further, the realism of the pictures in the game does not certain factors, namely that educators often cates the roles, goals, tasks, and dynamics that Chard et al. (2008) argue that the choice of appear to be influential. Wouters, van Nimwegen, have difficulty integrating games into the will be experienced from the player’s perspec- media does not influence learning, as differ- van Oostendorp, and van der Spek (2013) investi- classroom because there are too many games tive. As the guide, the teacher must evaluate all ences in instructional design prevail over the gated whether educational games were more to choose from, and they lack a method for the different phases of the game in order to method of delivery. The difference between effective in terms of learning and more motivat- selecting the right game for a specific educa- understand how to better facilitate the game passive and active learning combined with clear ing than conventional instruction methods. In tional purpose (Prensky, 2001b). Since the field for players. Finally, as the evaluator, the and concise instruction usually determines their meta-analysis of 39 studies, they found of digital game-based learning is still relatively teacher re-plays or supports players in revisit- variation in learning outcomes. This means that that educational games were more effective in new, it is difficult to classify games, rate their ing areas of the game that will support a higher in the use of educational games, the design of terms of learning and retention, but were not quality, and support educators in making a degree of learning. These roles sit between two instruction delivered by these games, including more motivating than conventional instruction better selection. dimensions of meaning, namely game practices

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Digital Game-Based Learning gamification, is of crucial importance. methods. Learners using educational games and curricular goals, and these might converge learned more than those taught with conven- Educators may also not understand the differ- or diverge depending on the relationship This is in line with Wouters, van der Spek, and tional instruction methods in certain instances: ences between games and game-based between the students, the teacher, and the van Oostendorp (2009) who argue that certain when the game was supplemented with other learning (addressed in the next section of this game. The second dimension is the shift points should be considered in game design: instruction methods, when multiple training chapter). Wouters et al. (2013) propose that the between seeing the game players as students the alignment of learning outcomes and game sessions were involved, and when players worked ‘difference between leisure computer games (when connecting the game outcomes with the type, the alignment of game complexity and in groups. and serious games is that the former are curricular goals) or seeing the game players as human cognitive processes, attention to cogni- chosen by the players and played whenever gamers (as actors within the gameworld). In tive and motivational processes, and research Despite the effectiveness of technology for and for as long as they want, whereas the type sum, educators who use games may not yet on specific mitigating effects, like gender. learning, and particularly the learning success in of game that is used and the playing time are understand what digital games are or what Various meta-reviews and meta-analyses underserved regions (Pitchford, 2015; Rosas et generally defined by the curriculum in the case their limits and possibilities are. Furthermore, show the cognitive and motivational effects of al., 2003) discussed in Chapter 1, there is a of serious games’. It is very plausible that a lack they may not yet understand how their role educational games in general. In their hesitancy in educational settings about the of decision-making autonomy can affect the may become multifaceted, where they may meta-analysis of 32 studies, Vogel et al. (2006) validity of digital games for learning. There also motivational appeal of digital game-based provide brief but intense analyses and explana- compared traditional classroom teaching to appears to be some confusion about what games learning in the classroom (Boyle et al., 2011). tions of digital games, combined with longer computer gaming or interactive simulation and actually are. In this section, we address the periods of observing student activity and offer- found that educational games had an overall perceptions of games for learning and the Finally, many educators are not yet aware of ing comments aimed to coach students (Abt, positive effect. Furthermore, significant higher required shift in the educational field. Next, we how their role may change with digital game- 1987). This approach is very different from the cognitive gains and a more positive attitude define digital games, discuss the components based learning. This includes a shift in their traditional didactic method in which the educa- towards learning were observed in subjects and the elements of games for learning, and didactic approach, which can be uncomfortable tor’s primary role is to transfer knowledge using interactive simulations or educational briefly review the definition of games for learn- and can engender resistance. According to directly to the students. games versus traditional teaching methods. ing. We conclude with the theoretical frameworks Magnussen and Hanghøj (2010), the teacher that drive digital game-based learning (DGBL), including self-determination theory, the theory of flow, and game design patterns.

12 13 Curriculum With so many definitions, how can games be games engage players; and (j) games are closed defined? We prefer Schell’s (2008) definition formal systems (p. 34). He defines a game as ‘a whereby games are objects that prompt play. problem solving activity, approached with a Schell identified ten qualities in all games: (a) playful attitude’ (p. 37). Instructor Guide games are entered willfully; (b) games have goals; (c) games have conflict; (d) games have We will therefore define digital games as games rules; (e) games can be won or lost; (f) games possessing Schell’s 10 qualities that are designed Teacher-student Teacher-player are interactive; (g) games have challenges; (h) for digital technology, including (but not limited to) relation relation games can create their own internal value; (i) computers, consoles, mobile phones, and tablets.

Evaluator Playmaker What is digital game-based learning? The rise of digital games informs all aspects of to digital games because they have been human development and organisation and exposed to technology from a very young age particularly impacts education and learning. as ‘digital natives’ (Annetta et al., 2009; Game Scenario The market for digital game-based learning Bekebrede et al., 2011; Prensky, 2001b; has doubled since 2013 and is estimated to be Westera et al,. 2008). The availability of differ- Figure 2. The shifting roles of game-based teaching. As illustrated in “Rethinking Design-Based Research: Redefining ‘Design’ in Re- around 248 million US dollars in 2018 ent types of games for learning as well as lation to Educational Games”, by R. Magnussen and T. Hanghøj, 2010, In Z. Abas, I. Jung and J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 1594). Penang, Malaysia: Association for the Advancement of (Baanville, 2016). Educational games include differing definitions make it difficult to agree on Computing in Education (AACE). language learning applications (e.g., Duolingo), exactly what games for learning are. Breuer stress reduction apps (e.g., Calm), children’s and Bente (2010) provide a good summary and games available online or in schools, and many map to digital games and learning and how Digital Games other examples. Children are especially drawn these relate to other similar definitions. Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Digital Game-Based Learning

Digital games are popular throughout the world games highly appealing (Girard, 2013). We can now among people of different age groups, genders, play games using a variety of hardware, including Serious Games ethnicities, and cultures. In 2016, the global console systems, PCs, mobile devices, tablets, As shown in Figure 4, digital game-based defined purpose’ (Susi et al., 2007, p. 5). We also video games market was valued at 17.69 billion virtual reality headsets, and smartwatches. learning is a subset of the serious games genre. prefer the following criteria to define the use- US dollars (Statistica, 2018). The wide distribution Because of the ubiquitous nature of digital games, Michael and Chen (2006) define a serious game fulness of serious games: (a) active and rapid development of these technologies have there may be assumptions about what games are as a game ‘in which education, in its various involvement and stimulation of all players; (b) contributed to the growth of the medium as a and what they are not. In this section, we will forms, is the primary goal, rather than enter- sufficient realism to convey the essential whole. Accessibility, low cost per person, engaging define digital games, digital game-based learning, tainment’. This definition, they argue, does not truths of the simulation; (c) clarity of conse- graphics, and a high level of interactivity make and describe the elements that comprise games. preclude serious games from being entertain- quences and their causes in both rules and ing. Likewise, some games whose primary goal gameplay; and (d) repeatability and reliability of is entertainment also have a strong learning the entire process (Michael & Chen, 2006, p. What is a digital game? component. We prefer the more robust defini- 38). Closely related to serious games are other Often in game design literature, the term ‘play’ Games have been defined in various ways, tion of serious games--as games with the categories, including entertainment education, is defined in relation to games. For example, including as an exercise of controlled systems primary goal of engagement and motivation, e-learning, and edutainment (Breuer & Bente, games can be considered objects that prompt (Avedon & Sutton-Smith, 2015) and as artificial ‘which contribute to the achievement of a 2010). play (Schell, 2008). But what is play? Play can conflicts mitigated by rules in which players try to be an activity that gives pleasure (Gilmore, reach specified outcomes (Salen & Zimmerman, 1966), a free movement within a rigid structure 2004). Fullerton (2004) defines games as closed Entertainment Education (Salen & Zimmerman, 2004), or an activity that systems that engage players in conflict and in Entertainment education describes all learning that has an entertainment quality. This can include indulges curiosity (Schell, 2008). With the many unequal resolution. Costikyan (2013) claims that both digital and non-digital experiences. As shown in Figure 4, serious games are a subset of all definitions for play, it stands to reason that games are interactive structures with goals and entertainment education. there would be just as many to define games. rules that function only within those structures.

14 15 Edutainment Games Digital Games vs. Digital Game-Based Learning The term ‘edutainment’ arose in the 1990s for component (Michael & Chen, 2006) with a children’s games in K-12 educational settings focus on textbook curriculum rather than It could be argued that the only difference circumstances, but a DGBL must precisely (Michael & Chen, 2006). These early comput- building skill sets (Breuer & Bente, 2010). between digital games and digital game-based simulate aspects of reality. For example, a er-based learning games focused on reading, Edutainment games are a subset of entertain- learning is the ‘extra’ learning component. This medical DGBL must be highly realistic; if a math, and science and often included animal ment education, game-based learning, serious argument, however, does not adequately delin- simulation is about a surgical procedure, both graphics or television characters. The graphics games, and digital game-based learning. eate the differences between the two. These the simulated kidney and the procedure itself and characters provided the entertainment differences can include (but are not limited to) must be as close to reality as possible. DGBL game flexibility, game design, game technol- must assess the consequences of a player’s ogy, integration of course curriculum, decision in a precise way, otherwise a real E-learning production, and team composition. Michael and patient’s life could be placed at risk. This is E-learning is a general term used in psychology E-learning enables remote learning and pro- Chen (2006) state that a key difference is in particularly critical in Can’t Wait To Learn and computer science to describe comput- vides flexibility to the learner. Some serious ‘the simulation of real world and processes’ (p. (CWTL), as the child must show real improve- er-based learning (Breuer & Bente, 2010). games are a subset of e-learning. E-learning 29). The effect of a video game for entertainment in their math and language skills outside E-learning is not purposely designed for enter- itself is a subset of game-based learning and ment only needs to approximate real world of the game environment. tainment, although it may be highly engaging entertainment education. and include entertainment components.

Digital Game-Based Learning As seen in Figure 4, digital game-based learn- matter, the business and political context you ing includes any learning that is on a computer are in, the technology available, the resources nment Educ utai atio or online (Prensky, 2001a); therefore DGBL is a and experience that can be brought to bear, Ed n Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Digital Game-Based Learning subset of entertainment education, game- and the distribution. Digital game-based learn- -Based Lea me rnin based learning, serious games, and e-learning. ing also requires consideration for engagement Ga g According to Prensky (2001a), the best way to and learning, and both have to be equally combine digital games and learning would be to present in DGBL. Figure 3 below illustrates this take into account the audience, the subject point. e-Base m d L Ga e l a E-Learning a r t n i i n g i g

D Classical Edutainment

HIGH Game-Based Pure Game Serious Games Learning

Engagement

LOW CBT

LOW Learning HIGH

Figure 3. Digital game-based learning comes only when engagement and learning are both high. Adapted from Digital Game-Based Figure 4. The relationship between serious games and related concepts. Reprinted from “Why so serious? On the relation of serious Learning (p.149), by M. Prensky, 2001a, St. Paul, Minnesota: Paragon House. games and learning” by J. Breuer and G. Bente, 2010, Journal for Computer Game Culture, 4(1), pp.7–24.

16 17 Michael and Chen (2006) propose other important differences, summarised in this table: Components of Digital Game-Based Learning

In this section, we highlight the components that make up games: the basic elements and addi- Table 1: Digital Games vs Digital Game-Based Learning tional elements. Type Digital Games Digital Game-Based Learning

Hardware and The latest hardware is always the most Hardware and operating systems are Software desirable. budget-dependent, and the latest system is Basic Elements therefore not always possible. Games have four basic elements: mechanics, additional element is the curriculum or skill set narrative, aesthetics, and technology (Schell, (de Freitas & Jarvis, 2008). These elements are Richness of Players always want bigger, faster AI and Time and budget limit the quantity of Experience more immersive worlds. content. 2008). In digital games for learning, an the building blocks of games.

Cultural Themes Some degree of cultural taboos and blind Cultural themes must be accurate. spots are acceptable. Mechanics Random Results Random results are present in all games to Rules, objectives, consequences of actions Mechanics define a game’s rules, procedures, and Pac-Man, one game mode involves the charac- create diversions for the player. and reasons for those consequences must goals (Schell, 2008). Mechanics function within a ter eating pellets while trying to avoid ghosts, be clear to the player. defined game world. For example, the mechanics but a second game mode allows the character Time Compression How and when a player must react How and when a player must react depends of Pac-Man involve the movement of the charac- to eat the ghosts after eating a super-pellet. As depends on creating the most engaging and on what will best help the player learn the ter in two directions - up and down and side to the game switches from a defensive to an entertaining experience. skill. side. This allows a character to achieve the goal offensive stance, it switches between these Simplification Experiences are simplified to be more fun, Experiences must mimic reality as closely as of eating pellets while being able to run away two modes. even if they do not accurately represent real possible. from other characters in a maze. life (e.g., driving a car in a racing game). Mechanics are also linked to the other ele- Frustration Experiences, while authentic, are devoid of Frustration in realistic elements may be Mechanics function within different game ments in the game. For game mechanics to

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Digital Game-Based Learning realistic elements to avoid frustrating the helpful to players in real world scenarios. modes (configuration of gameplay) (Sicart, function, the correct technology must be player. 2008), and mechanics can differ within a single selected, along with aesthetics and a story that Communication Communication is idealistic and perfectly Communication may not be perfect and is game depending on the game mode. In supports the mechanics. curated. a more realistic reflection of how people interact.

Testing Testing focuses on iterative game design There are two types of testing: Narrative and play progression. 1) Game testing, focusing on play Narrative refers to the events that occur within successful narrative will encourage players to progression, cultural appropriateness, progression of learning, and game design. a game. Narrative creates meaning or empathy, recall the events of the narrative in a personal 2) Serious games usually also have an enabling players to connect emotionally to the way (Lidwell, Holden, & Butler, 2010). Finally, academic component in which technology game and its characters. An effective narrative the narrative keeps the player aligned with the must be integrated to assess whether the player is achieving learning objectives. allows a player to feel emotions along with the game’s learning goals; the player remains inter- characters (Marsh et al., 2016). The game ested even when they do not have as much narrative asks the player to take on an control as they would like within the game. In summary, DGBL has specific challenges and requirements that game designers need to address. empathic posture. This approach supports replayability for several reasons. First, a narra- The mechanics and the story must complement tive approach does not reveal itself completely each other. For example, Toru Iwatani, Pac-Man’s the first time around (Marsh et al., 2016), which creator, based his game on the story of Popeye. engages the player. Second, the narrative Popeye was a regular man who did not do very assists players in setting and prioritising goals well in fights, but when Popeye ate spinach, he that support an empathetic posture within the became very strong. Similarly, Pac-Man’s main game (Belman & Flanagan, 2010). Third, a character gains strength by eating super pellets.

18 19 Aesthetics Learning Instruction Assessment Aesthetics refer to how a game looks, sounds, objects, action buttons, audio, and video. In Learning and feels. Aesthetics are the most important Pac-Man, Iwatani attempted to create gen- Objectives GAME ELEMENTS: GAME ELEMENTS: aspect of a player’s experience. For this reason, der-neutral aesthetics to appeal to both girls User Context Learning Learner Specific technology should be localised to meet the and boys. He also wanted to make the game ‘cultural expectations of local users, support humorous, so he chose ghosts with different Clear Player Goals their complex activities in concrete contexts, personalities. Though designed for Japanese empower their agency, and mediate their iden- audiences, Pac-Man’s neutrality made it a tities’ (Sun, 2012, p. xiv). Aesthetics can include worldwide phenomenon (Champagne, 2013). User Instructional User Engagement Behaviour a game world’s visual design, characters, Design

Technology Debriefing Game technology can be either foundational or programmers and considerable time and GAME ELEMENTS: Player GAME ELEMENTS: Representation Feedback Learner Specific decorational (Schell, 2008). Foundational tech- experimentation. Foundational technologies Learning System nologies create new experiences, while are usually at the cutting edge and, therefore, Content Feedback decorational technologies improve on technol- have fewer information resources to draw ogies that already exist. This distinction is from. When originally developed for the already important for reasons of access, time con- existing arcade system, Pac-Man used decora- Figure 5. Exploratory game design model. Reprinted from “Towards a development approach for serious games”, by S. de Freitas and sumption, and resources. Decorational tional technology and programming language. S. Jarvis, 2008, In T.M. Connolly, M. Stansfield, E. Boyle (eds.), Games-Based Learning Advancements for Multi-Sensory Human-Com- technologies generally require less time and However, when it was later programmed for puter Interfaces: Techniques and Effective Practices, pp. 215–231. Hershey, PA: IGI Global. fewer resources to develop, while foundational the Atari console system, Pac-Man’s technol- technologies typically require highly skilled ogy became foundational.

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Digital Game-Based Learning For video games, four different types of reward schedules exist (Wang & Sun, 2011): Curriculum and Core Activity Table 2: Types of Reward Schedules All games contain the four basic elements dis- De Freitas and Jarvis (2008) provide a helpful cussed above. Digital games for learning require model that explains how game design, instruc- Reward Schedule A reward is received after… an additional element that contributes to learn- tion, and assessment intersect in DGBL Fixed ratio schedule …a fixed number of actions ing (de Freitas & Liarokapis, 2011). Behind the (Figure 5). They present a hybrid approach technology is generally a curriculum or a task- which blends didacticism with game design Variable ratio schedule …a random number of actions based system that determines what skills are elements. In their model, learning is facilitated Fixed interval schedule …a fixed interval of time presented, when they appear, and in what order. through clear learning objectives, player goals, The curriculum also dictates the number of and learner content. Instruction is delivered Variable interval schedule …a variable interval of time times a task must be completed to achieve a through the game itself, while assessment is certain skill level, as well as the outcome if the delivered through a combination of debriefing task is not completed. The core activity in a and internal system feedback that assesses a digital game for learning is, therefore, the com- learner’s progress and feeds this information In game-based learning, rewards are an essential component of progression. Since players generally pletion of educational tasks, which allows the back into the game. have less control than in entertainment games (due to restrictions imposed by the learning goals), player to progress through the game. rewards can support the player in feeling more autonomous and in control of the game.

20 21 Additional Elements Categories of Digital Game-Based Learning Marc Prensky (2001a), an educator and designer, presents some categories for digital learning Theme games. These categories also define and inform the type of game design needed to achieve the Every one of a game’s elements are equally And while this may allude to theme only apply- learning objectives of the games. These are presented in the table below: important. A player most readily notices aes- ing to decisions involving narrative, it can also thetics, followed by mechanics, story, and apply to decisions about the ludic nature of a Table 3: Categories for Digital Learning Games technology (Schell, 2008). Decisions about each game’ (Sheehan, 2012). Themes help players to element inform the other elements and themes resonate with the game. While the theme is Domain Definition tie all these elements together. According to often unseen, it plays a significant role in bal- Intrinsic vs. Extrinsic In intrinsic games, the content is part of the game structure. In extrinsic game designer Kevin Sheehan, a ‘theme is ancing and tying together all the elements of a consistently used to describe the base lesson game. It is this balance that supports players’ games, the content and the game structure are less tightly connected. or truth that serves as a foundation for a story. experience of flow within a game. Tightly Linked Games vs. Loosely Similar to the intrinsic and extrinsic perspective. A tightly linked game is Linked Games designed around specific content, whereas the content is separate from the game in a loosely linked game (but the game can ‘hook’ the player into Balance going back and forth between the game and the content). The combination of these elements should the beginning would start off small with easily Reflective Games vs. Action Games Non-stop action offers fewer opportunities for reflection, while role- provide a balanced experience of the game. achievable rewards, to both maintain the active A game should be internally consistent and fair. learning component while keeping the child playing, puzzles, or simulations require a slower pace and more reflection. Flaws that allow certain players to gain advan- engaged in the play. Hard-Wired Games vs. Engines In hard-wired games, reusability is not a consideration. The design of tages or games that are not fun are not and Templates or Shells the game and the content is optimised for the player experience, but it well-balanced (Rollings & Adams, 2003). An imbalanced game can cause cognitive over- is expensive. A shell game is the opposite. Videos, graphics, and text sit Particularly in educational games, balance load. Educational objectives must be balanced outside of the game, but they are pulled into the game at the correct time to be seen by the player. An approach between these two is called an ensures that players achieve a certain skill so the material, its presentation, or the effort ‘engine’. Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Digital Game-Based Learning level. For example, when presenting numbers needed to complete it do not force unneces- to children within a game, didactic exercises at sary cognitive processing (Killi, 2005). Synchronous (Real-time) Games Synchronous games will continue playing even if the player has paused, vs. Asynchronous (Turn based) Games while asynchronous games wait for the player to return to play.

Progression Single Player vs. Two Player Most digital learning games are single player with the exception of those vs. Multiplayer vs. Massively that require team coordination (e.g., military applications). Progression is the path a player can take from the game. Player progression includes the check- Multiplayer Games. beginning of a game to its end. Progression falls points the player must move through in order to under two categories: player and game (Bycer, advance from level to level. In educational games, Session games vs. Persistent- Session games exist as long as players are playing; if paused, all players State Games are paused from playing. In persistent-state games, the world of the game 2013). Game progression refers to the course a progression usually occurs when the player has does not disappear; the world is always continuing and developing. designer sets for the player to complete the mastered a task or learning objective.

Video-based games vs. Animation- Representation of characters are either video or animation based. Rewards Based Games Video assets tend to be more realistic but are larger in size and can limit interactivity. Animations allow for more freedom and are less expensive. Rewards motivate players to progress through places (uncovering new locations in the game), the game and keep the player playing. Rewards completeness (finishing a certain level), or victory can include currency rewards, rank rewards, (defeating an adversary) (Only a game, 2005). Narrative-Based Games vs. Narrative can add emotional impact to the game, while stimuli in reflex- Reflex-Based Games based games are presented quickly by a computer and are well suited for mechanical rewards (increasing statistics), The rewards a game designer chooses depend language learning. narrative rewards (uncovering a new piece of the on the game’s mechanics and the overall goal of story), emotional rewards (when a player has the game. The timing of these rewards is also helped someone in a game), new toys, new important for player engagement.

22 23 Theoretical Frameworks of Digital Ryan and Deci (2000), in what they have Ryan and Deci (2000) conclude that these princi- termed cognitive evaluation theory (CET), ples apply to activities which already naturally Game-Based Learning identify three human needs that foster intrinsic hold an intrinsic interest for people and where Four core theories drive DGBL. The first is game-based learning principles, derived from motivation: competence, relatedness, and there is an appeal for aesthetic aspects, newness, self-determination theory, which encompasses Gee’s studies of entertainment games. Fourth autonomy (Figure 6). In digital game-based or challenge. This conclusion relates to the theory the core drivers for motivation (Ryan & Deci, is the model developed by Staffan Björk and learning, competency occurs when the player of flow, which is discussed in the next section. 2000). The second concerns flow, or a state of Jussi Holopainen that supports design, analy- acquires new knowledge and skills. Relatedness presence and enjoyment, which is essential for sis, and comparison of games. They describe arises when the player feels a connection with Fostering motivation in game design also player motivation. It is the balanced combina- this model in their book Game Design Patterns, other players and/or the game characters. requires taking advantage of a player’s behav- tion of mechanics, story, aesthetics, and which describes the interactions that occur Autonomy occurs when the player experiences ioural momentum, which is the tendency to technology that creates for the player a state repeatedly in game play (Björk & Holopainen, a sense of choice and control within the game. continue playing after investing time and effort of presence. The third theory involves Gee’s 2003). (Schonfeld, 2010). For example, if a player has These three factors are interrelated and must spent ten hours playing a game, the player will be incorporated into digital game-based learn- be motivated to continue because they will feel Self Determination Theory ing in order to successfully motivate players. useful, even if the actions required in the game Social psychologists Richard Ryan and Edward motivation can be either extrinsic or intrinsic. For example, positive feedback supports the are not actually productive in the person’s life. A Deci developed self determination theory (SDT) People may be motivated out of fear or coer- development of competence and autonomy. similar concept is that of blissful productivity, in 1985 at the University of Rochester (2000). cion (extrinsic motivation) or because they find Feeling competent is often a result of auton- the idea that working hard while playing a game They focused on the social-contextual condi- value in an activity (intrinsic motivation). People omy; to feel competent, a player must elicits a state of bliss not reached through tions that support self-motivation and who are intrinsically motivated are generally experience the freedom to choose their behav- relaxation (Schonfeld, 2010). Blissful productiv- psychological well-being. For example, engaged, excited, and confident. iour. If the game environment is too controlling, ity supports the premise that human beings the player will have less autonomy and compe- find meaning in rewarding work. For example, tence and, therefore, less intrinsic motivation. on average gamers spend approximately 22

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Digital Game-Based Learning hours per week playing games (the equivalent Intrinsic motivation also increases when social of a part-time job), often after a full day’s work. contexts support security and relatedness. Their willingness to work hard, perhaps even While proximity is not necessary, the feeling of harder than in real life, suggests that they having a ‘secure relational base’ (Ryan & Deci, achieve blissful productivity in the game world. 2000, p. 71) is central to intrinsic motivation. Blissful productivity is an outcome of flow.

Competence Flow The concept of flow is credited to psychologist Trevino, & Ryan, 1993). Flow arises from the Mihaly Csikszentmihalyi (1990). player’s engagement with a well-balanced Csikszentmihalyi discovered that activities game. In order for a game to induce flow, the Self- such as rock climbing, playing chess, and game’s challenges must match the player’s skill determination dancing brought people into such a deep state level. If the game is too difficult, the player may Motive of absorption that nothing else seemed impor- feel overwhelmed, but if the game is too easy, tant to them. A flow experience is one of deep the player may be bored. Both scenarios will Relatedness Autonomy concentration, immersion, and enjoyment. lead the player to stop playing the game. This can be particularly problematic in an educa- The term ‘flow’ has been used extensively in tional game, where the goal is to gain skills. digital games and in games for learning. The goal of a digital game for learning is to Research has shown that flow creates a posi- keep the player in a flow state by systemati- tive impact in games for learning (Webster, cally matching the player’s skill level.

Figure 6. Self-Determination Theory of student motivation. Reprinted from “The “What and Why” of goal pursuits: Human needs and the self-determination of behavior”, by R. M. Ryan and E. L. Deci, 2000, Psychological Inquiry, 11, p. 227–268.

24 25 One of the models that supports flow in educa- section below (Figure 7). If the task and the Flow Antecedents tional based games is PAT game are complex, the learner can become (person-artifact-task). Researchers Finneran distracted (Pearce & Howard, 2004). The inter- laflne and Zhang (2003) created the PAT model to play between the person, task, and artifact Sill on lear oal explain that a well-balanced educational game then creates a flow experience, which includes ontrol ontrol eeda requires the interplay between the person time distortion and loss of self. This in turn has

CHALLENGE eeda laflne (player), the artifact (game), and the task (the learning consequences such as increased oed attention curriculum) shown in the flow antecedent learning, attitude changes, and exploration. ailit Sill CHALLENGE Gee’s Game-Based Learning Design Principles Att Gee’s game-based learning principles are well literature (Djaouti et al., 2009) and the produc- recognised throughout the serious games tion of educational digital games (Michael & literature. Gee derived 36 learning principles Chen, 2006). The principles are divided into from his review of many entertainment games several domains, including semiotic domains of (Gee, 2003), and digital game designers often learning, learning and identity, meaning and Flow ime ditortion onentration employ these principles to enhance learning. learning, telling and doing for learning, cultural o of elf onione elereene These principles are supported by research on models for learning, and learning as social. Experience Merin of ation and aarene Sene of ontrol human learning and cognition and are often The following table summarises the learning cited in both the academic serious game principles and their corresponding categories:

nreaed learnin Table 4: Gee’s Learning Principles Flow ane of attitde Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Digital Game-Based Learning lorator eavior Domain Learning Principle Definition Consequences ereived eavioral ontrol Semiotic Domains Active, critical learning The learning environment (including how the meaning Sets of practices principle is presented) supports active, not passive, learning. that include ways to Figure 7. Framework of flow in computer-mediated environments. Adapted from “A person–artefact–task (PAT) model of flow communicate meaning Design principle Appreciation for design and design principles is key to antecedents in computer-mediated environments” by C. M Finneran and P. Zhang, 2003, International Journal of Human-Computer (including oral or written the learning experience. Studies, 59(4), p. 475–496. language, images, symbols, artifacts, graphs, Semiotic principle Appreciation for interrelations within and across signs sounds, and gestures) (images, words, actions, symbols, and artifacts) is key (Gee, 2003, p. 18). to the learning experience. High niet The three channel model of flow (Figure 8), Semiotic domains principle Learning requires mastering, to some degree, signs “Flow“ and being able to participate, to some degree, in the shows that both challenge and skill must be affinity group or groups connected to them. present for a player to experience flow. Too Metalevel thinking about Learning requires active and critical thinking about l much challenge, when the player’s skill set is a semiotic domains principle the relationships between signs and applying these to im low, can create anxiety. A low level of challenge t other semiotic domains. ro n when a player’s skill level is high can create

n f me o Psychosocial moratorium Learners are able to take risks in a space where there o boredom for the player. Both a high level of Learning and Identity

e l

e on v Formation principle are no real world consequences. e anxiety and boredom decrease player engage- d In order to learn, a person

ment and intrinsic motivation. must add a new element Committed learning Learners expend significant effort within a virtual to their identity. They principle identity to which they feel some commitment and in a virtual world that they find compelling. However, when the skill level of the player is in must see themselves as a oredom learner willing to commit balance with the level of challenge, this area is time, effort, and active Identity principle Learners can acquire and experiment with new called the zone of proximal development and in engagement in a new identities when they have real choices in developing Low High the virtual identity and when they have plenty of this case the player enters a state of flow. semiotic domain. opportunity to connect the relationship between the new identity and the old one. Figure 8. Three channel model of flow. Adapted from Beyond Boredom and Anxiety, by M. Csikszentmihalyi, 1975, Washing- ton: Jossey-Bass Publishers.

26 27 Domain Learning Principle Definition Domain Learning Principle Definition

Learning and Identity Self knowledge principle The virtual world fosters increased self-awareness and Telling and Doing Subset principle Learning takes place in a simplified part of the whole Formation (continued) understanding of the learner’s current and potential Video games support a domain. capacities. balance between directly guiding the player and Incremental principle Situations are organized early in the game. Early Amplification of input Learners receive substantial benefit for a small amount letting the player explore yearly cases lead to generalizations that help learners principle of effort. and discover on their own. understand later cases.

Achievement principle Learners of all levels receive intrinsic rewards from Concentrated sample Fundamental signs are presented in the early stages the beginning. Rewards are tailored to each learner’s principle so learners can practice. often and learn these signs level, to the amount of effort they expend and to their well (p. 137). growing mastery and highlight ongoing achievements. Bottom-up basic skills Skills are learned within the game’s early stages rather Practice principle Learners spend considerable time in engaging principle than in separate introductory sections or outside the experiences and have many opportunities to try to game’s context. succeed at tasks. Explicit information on- Learners receive on demand and in time information, Ongoing learning principle Learners are constantly adapting to new and demand and just-in-time so they can access information when they need it or changing conditions in order to reach higher levels. principle later when they want to see it again. They therefore experience cycles of learning, automatization, undoing automatization and then re- Discovery principle Direct explaining is limited, enabling the learner to organizing automatization. discover and experiment independently and in a self- directed manner. Regime of competence Closely tied to the ongoing learning principle, the principle learner gets plenty of chances to function at the edge Transfer principle Learners have many opportunities to practice and to of his or her skill set. Experiences are challenging but apply what they’ve learned in later cases, including not overwhelming or impossible. opportunities to reconsider those earlier cases.

Meaning and Learning Probing principle Probing is a cyclical process. It involves doing Cultural Models Cultural models about the Learners are led to think about their worldview while Stored associations something, reflecting on the action, hypothesizing Ways in which a game can world principle still respecting their own identity, abilities and social Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Digital Game-Based Learning or links between about the action the player makes, reprobing to test reinforce or challenge a affiliations. experiences. Video games the hypothesis and then accepting or questioning the player’s learning model. can encourage situated, hypothesis (p. 107). Cultural models about Learners are led to think about their perspective about experiential and embodied learning principle learning identity, abilities and social affiliations. forms of learning and Multiple routes principle Gives learners multiple ways to progress so they have Cultural models about Learners are led to think reflectively about their thinking (p. 76). choices and can rely on their own style and strengths to resolve problems. semiotic domains principle cultural models of a semiotic domain while still respecting their own identity, abilities and social Situated meaning principle Learners store associations or links between affiliations. experiences. Meanings of signs (e.g. actions, objects, artifacts) arise through personal experience. Social Models Distributed principle Meaning is distributed across all aspects of learning, As thinking is at its core a including learner, objects, symbols, environment, tools Text principle Learners understand texts in terms of personal social process, technology and technology (p. 197). experiences or “embodied experience.” Gee writes, provides opportunities ‘Learners move back and forth between texts and for people to think and Dispersed principle Learners distribute knowledge by sharing with others, embodied experiences’ (p. 108). act with others in ways some of whom are not seen face-to-face. that are not always Intertextual principle After achieving embodied understanding, learners anticipated. Affinity group principle Learners are members of groups that are bonded understand texts as a group or genre of related texts. through shared endeavors, practices and goals (rather This understanding helps the learner make sense of than race, gender, nation, ethnicity or culture) (p. 197). individual texts. Insider principle Learners are active in the learning experience from Multimodal principle Meaning and knowledge arise from the mix of signs beginning to end. They can be insiders, ‘teachers’, and (images, texts, symbols, design, sound), not only from ‘producers’, not just consumers. words.

Material intelligence Materials and the environment hold knowledge, and Many of Gee’s theories relate closely to SDT and flow. As most games base their designs on SDT principle learners interact with the knowledge stored in material and flow, Gee’s game principles are also pertinent. objects.

Intuitive knowledge Knowledge that is intuitive in nature, particularly principle in connection with a group, is an important part of learning and should be valued equally to verbal and conscious knowledge.

28 29 Game Design Patterns Game design tends to follow patterns. Staffan Björk and Jussi Holopainen (2004) examined the mechanics of entertainment games and extracted patterns from them. They also examined concepts and design methods from other fields, including architecture, software engineering, and interaction design. They devised a structural framework and a list of game design patterns.

The structural framework includes a game instance, a game session, and a play session. The patterns were divided into three different types: bounded design patterns, temporal design patterns, and objective design patterns.

The table below summarises what these are composed of:

Table 5: Summary of Game Design Pattern Structural Framework

Bounded Category Temporal Category Objective Category Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Digital Game-Based Learning Most Abstract Less Abstract Least Abstract

Consists of the goals, rules, and Consists of actions, events, Consists of players, interfaces, game modes. Describes what closures, end conditions, and and game elements (dice, cards, activities are allowed or not allowed evaluation functions. Describes characters) and includes physical in a game. temporal events that occur during and virtual cases. These elements gameplay. have both control/action structures and information structures.

To define the patterns, Björk and Holopainen followed a five-step iterative process: recognise, analyse, describe, test, and evaluate. If a game passed this five-step process, it was included in Summary the game design pattern manual. If the pattern was not clear or was untestable, it was merged In summary, these elements and theo- with another pattern or discarded. Through this retical frameworks serve as an process, Björk and Holopainen merged mechan- orientation to the two CWTL games, ics, developed names for abstract patterns, and maths and reading. CWTL incorporates disposed of unclear mechanics. They developed many aspects of these theories; in over 200 game design patterns, which are listed describing the design and development in their book Patterns in Game Design (2005). of CWTL games, we will draw from the While it is not within the scope of this document game design elements and theoretical to list all of the game design patterns, some of frameworks mentioned in this section. these patterns were incorporated into the design of CWTL.

30 31 Digital Game- Based Learning for Underserved Populations Education for children whose lives have Whilst they are exploring e-learning in the Educational Technology for been affected by war is a vital protection global North, Ng and Nicholas (2009) argue measure... Lack of investment in and crea- that the processes of engaging with mobile Children in Emergencies tive, participatory work on education for technologies has a range of positive impacts on children and youth at risk makes a return to life skill acquisition, such as self-direction, peace extremely difficult, if not impossible critical analysis of tasks and topics, and overall (Sommers, 2002, p. i). increased cognitive ability. In their review of education for children in Gaza, Jabr and Cahan Education for children in the developing world is In September 2000, The United Nations One of the areas where the need is pressing for (2014) found that formal schooling has less in crisis. Children growing up in complex emer- Millennium Declaration was signed which education to act as a protective measure for impact on cognitive ability in refugee contexts gencies are at the sharp end of global committed world leaders to combat poverty, children and communities is the Middle East. than in others. They conclude that there is a development challenges. Around the world, environmental degradation, hunger, disease, Particularly in Syria, where the civil war is now need to focus on establishing appropriate and 36% of the 58 million out-of-school children live illiteracy, and discrimination against women. in its eighth year, the capacity of basic social recognisable education models which take into in countries that have war and violence, with The Millenium Development Goals (MDGs) were services such as education have been pushed account the other aspects of refugee life, the majority of these children being girls. More derived from this Declaration and were in place to a critical point. The ongoing conflict and including protection, family support, developing than one third of refugee children globally are until 2015. Until 2015, there had been a range related displacement means that an estimated life skills, and so on. All of these should be missing out on primary education (UNICEF, of serious criticisms leveled at the MDGs, which 1.3–6 million Syrian children aged between integrated into NFE models in a way that posi- 2015). The scale of problems facing children in argued that the resources spent on trying to 5–14 years old are either out of school or only tively impacts on a student’s ‘ability to benefit emergencies is vast and growing. Whilst there meet the MDGs had only been partially suc- have irregular attendance. Extending the age from schooling’ (Jabr & Cahan, 2014, p. 168). is unlikely to be the money, resources, or trac- cessful and new methods and paradigms were range to include children aged between 15–17 There are several successful tablet and mobile tion for a traditional response that can meet needed (Waltham & Sayed, 2013). The current years old increases the number of out-of- interventions for underserved children dis- these needs, there are opportunities for tech- agenda is the ‘shift in the global conversation school children by 2.1–4 million (UNICEF, 2015). cussed in the next section. nology to begin to bridge the gap. The number on education from a focus on access to access of children, and the impact on their lives of plus learning’ (UNESCO, 2016b). Additional Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - DGBL in Underserved Populations living in a fragile and chaotic environment challenges, where children may drop-out, fail Tablet and Mobile Interventions without education, means that finding solu- exams, or not learn enough during their educa- tions is an emergency in itself (Daniel, 2010; tion (UNESCO, 2016b) invalidate access as a for Underserved Children Tooley, Dixon, Stanfield, 2008). standalone indicator of successful provision. In the outline of the global policy framework increase access to learning opportunities’ There is a renewed focus on quality education above, traditional approaches are seen as being (UNESCO, 2009, p. 9). Whilst there is a huge range During a humanitarian disaster, a country’s and whether access should still be considered a unlikely to meet the existing needs of education of literature on children and technology in educational infrastructure is significantly suitable indicator of success. Several studies of in emergencies. One key area of opportunity has general, the brief discussion here focuses on affected, and spending on schools and teachers the EFA (Education Funding Agency) framework been promoted, namely ‘the use of interactive aspects which are relevant to the context of decreases. These impacts make it even more have noted a shift away from seeing access as computer technology in education [which] can tablet interventions in the Middle East and Africa. difficult for low resourced countries to reach the only indicator of success towards a focus the sustainable development goals (SDGs) of on quality (Morgan et al., 2014). Studies have universal primary education. Basic (primary and also noted that the resources needed to deliver Mobile Phone Intervention lower secondary) education helps reduce education via traditional, formal access modali- poverty by improving health, increasing pro- ties are unlikely to be found (Burnett & in Kenya and Uganda ductivity, and equipping people with the skills Felsman, 2012). For these reasons, it is even Recent years have seen a rise in digital learning collaborates with Eneza Education, a pro- they need to participate fully in the economy more important to have solutions that meet programmes in Africa and South America. gramme that allows users to call or text to and in society. Investment in education contrib- the SDGs by moving beyond the challenges These programmes can be successful in pro- receive quizzes and lessons (Eneza, 2018). utes to the accumulation of human capital, that occurred while trying to meet the MDGs. viding quality education to children in remote or which is essential for generating higher difficult circumstances, as they focus on curric- In their joint collaboration, Xavier Project uses incomes and sustained economic growth. In addition to the focus on quality and learning ular support modules using interactive audio Eneza’s subject-specific quizzes, which are According to the 2002 World Bank report outcomes, a critical area of focus is on educa- recorded messages or SMS. For example, aligned with the Kenyan national curriculum. ‘Returns to Investment in Education,’ workers tion as a protective measure for children and Xavier Project supports safe learning spaces Students can also access Wikipedia or ask a with higher education tend to earn more than communities: for refugees in urban Kenya and Uganda by tutor at the centre for help. The face-to-face those with less education in every country sponsoring students through language learning interaction with tutors is a key community studied (Psacharopoulos & Patrinos, 2002). and vocational training. Xavier Project engagement tool, according to Xavier Project’s

34 35 CEO, while access to the Eneza quizzes allows 4000 Congolese refugees in Burundi’s Kavumu Digital Game- While computers do enrich children’s lives students to test their knowledge against and Musasa camps received access to the learn- and encourage self-directed learning, they standardised tests (Dahya, 2016). ing hub. The Ideas Box takes the unique approach Based Learning as a need to be embedded within a wider of locally developing and creating the box, using Potential Solution framework if they are to make a systematic Libraries Without Borders has also started local resources, and accounting for local norms contribution to achieving E[ducation] F[or] several education initiatives. For example, the and practices (Dahya, 2016). The materials At its core, DGBL can be called ‘Equitable Edtech’, A[ll] (Daniel, 2010, p. 43). Ideas Box -- a mobile ‘pop-up’ multimedia centre include laptops, tablets, e-readers, and curricular which is a tool designed to close the learning gap and learning hub, offers educational resources to materials. Resources are continuously updated for the underserved (Klement & Erikson, 2018). The above quote cautions about the replace- communities in need, including refugee commu- based on users’ interests, and local instructors Digital game-based learning is particularly ment of a formal educational system with an nities (LWB, 2018). As part of the Ideas Box, support the users’ learnings (Dahya, 2016). suited to humanitarian crises in which large application based solution.Through this report numbers of children cannot attend school and we do not aim to neglect the social and psycho- where classes are overcrowded and teachers are logical benefits of formal school attendance, Tablet Intervention in Zambia overburdened. In these situations, provision of but rather propose that DGBL can be a potential quality alternative education opportunities must solution to bridge the gap for underserved Another Libraries Without Borders programme immediate feedback. The programme was be scaled-up in underserved regions. Digital populations. That said, DGBL is effective for the is Vernacular, an e-learning programme that evaluated through a randomised control trial, game-based learning is an effective, sustaina- following reasons: (1) students will play games covers a variety of reading activities for chil- which showed highly positive results with ble, and low-cost form of learning support and longer than they will engage in regular learning dren in Zambia. Primary school children use learning gains throughout 30 community is, therefore, one of the most viable strategies to activities, (2) engagement increases as time is Android tablets with software customised with schools. The software is designed so that it can address this gap. The evidence on which this is spent on tasks, and (3) increased time in tasks the local language, artwork, and audio record- easily be used in new language contexts based is less clear than the optimism it means an increased level of learning (Sigmund, ings. Children can practice reading and receive (USAID, 2017). expresses. Overall, whilst the possible impact of Fletcher, & Chen, 2011). DGBL is seen as being significant, many authors (Latchem, 2012; Selinger, 2009) agree with Thus, DGBL can be effective in underserved Tablet Intervention in Malawi Daniel’s (2010) cautionary statement: populations for several reasons: Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - DGBL in Underserved Populations

Another example is the onebillion learning initia- significant improvements related to the maths tive in Malawi. A randomised control trial tablet intervention over standard face-to-face Cost-Effective maths at a cost of USD $1.50 per student per assessed the results of implementing onebil- teaching (Pitchford, 2015). In traditional learning, longer learning periods year. Research by Centro de Investigaciones lion’s tablet-based numeracy and maths incur additional costs, such as the salaries of Economicas demonstrated an increase (2.6 programme, which uses applications (apps) with While the above examples are positive devel- teachers and the cost of materials. The per- standard deviation) in student maths scores games for children (Pitchford, 2015). This inter- opments in mobile interventions for unit cost of a game has the potential to be over three years. To achieve this degree of vention delivered core mathematical concepts underserved populations, there is room to much lower. A good example is the German- academic success would require students to through colourful and engaging activities, allow- provide solutions that can increase engage- based learning platform, Bettermarks, which attend school an additional 1.33 months a year ing children to work at their own pace and ment and provide children with the experience was implemented in Uruguay in 2013. The for three consecutive years, increasing costs practise particular skills. Progression was of being in flow.These solutions are more platform was installed in Uruguay’s public for teachers, administration, supplies, and assessed by quizzes that required 100% accu- game-based, such as digital game-based school system for middle and high school student resources. racy, and children earned gold stars on passing learning (DGBL). One significant gap is the each quiz as the teachers monitored their pro- unanswered question of which game designs gress. Teachers delivered the intervention over best offer a zone of proximal development and More Effective Learning eight weeks for 30 minutes a day. Children in the flow. It is also still unclear how to qualify games Teaching through technology can be more when they used simulations or games com- intervention groups reported greater learning that are used for learning and those that are effective than traditional teaching (Cassidy, pared to those that used traditional learning gains than children in the control groups, with specifically developed for learning. 2004; Squire & Jenkins, 2003). Research methods (z= 6.051, p< .0001, N= 8549). This already shows that games allow the brain to result may relate not only to engagement, but work more effectively and for longer periods of also to students’ ability to direct their own time (Pange, 2003). As motivation is key to learning journey. This self-direction can free learning and games are designed to be highly teachers from traditional didactic presentation motivating (Schell, 2008), the potential for and allow them to focus on assessing students’ learning is higher. In their review of 32 articles strengths and weaknesses (Klement & Erikson, for games and learning, Vogel et al. (2006) 2018). Therefore, the pace at which students found that students had more cognitive gains are able to learn accelerates.

36 37 Quality Education for All classrooms. In addition, adaptive feedback adjustments as necessary. Performance feed- With DGBL, every students has an equal oppor- learning outcomes (Kucirkova, 2014). Student should be given (i.e., feedback on process as back through reward systems also keeps players tunity to receive a high-quality education. The learning also depends to a large extent on the well as on results), allowing for children to engaged and motivated. This motivation and games provide uniformity (which is more diffi- quality of teaching. Game-based education is react, think again, and receive tips to find the engagement in turn creates the experience of cult to achieve with teachers who have less dependent on the school or government’s right answer. This approach increases attention flow (discussed in Chapter 1) for players. In this individual preferences), differing abilities to ongoing financial situation in order to pay quali- and time on task, which in turn positively influ- way, digital game-based learning supports the motivate students, and varying levels of knowl- fied teachers or assistants. A tablet can deliver ences learning results (Carroll, 1963). zone of proximal development (when the skill edge. When computer software is grounded in a one-to-one learner-centred interactive lessons level of the player is in balance with the level of well-constructed curriculum and appropriate for in a consistent manner, making the school less As games are coded for progression and reward challenge) (Csikszentmihalyi, 1990). Thereby, the the child’s developmental stage, digital games dependent on the presence of a qualified systems, they are coded to provide immediate successful completion of tasks also supports can support both teachers and students in their teacher in the classroom. performance feedback. The player receives players in developing a positive self-image and immediate feedback about how well they are confidence, including feeling ambitious, creative, learning the concepts, and they can make and optimistic (Beck & Wade, 2004). Accessibility DGBL supports increased accessibility to the four While there are still barriers to technology billion people in the world that have limited Internet implementation for remote regions. Digital Replicability access. Mobile technologies, such as tablets, are game-based learning can offer accessibility Digital learning games can be designed as hard- and iterations), and only videos and assets need to particularly suited to environments that lack through equitable education and providing wired or shell games (Michael & Chen, 2005), or be redesigned. The games can, therefore, be educational resources or that have overcrowded access to education to an increased number of they can be designed between hard-wired or shell adjusted to match the learning objectives at each classes and insufficient training (Pitchford, 2015). children. games (as in engine games). As discussed in location without needing to be completely recre- Chapter 1, hard-wired games are designed to be ated. The advantage of DGBL is that it can be used once, while shell games are designed to be designed for replicability. This replicability allows Autonomous Learning replicated. The initial engine and curriculum data- for a design that can be duplicated and imple- Digital game-based learning interventions in ‘agency’ and actually feel that they can influ- bases are designed one time (with improvements mented in more regions with underserved children.

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - DGBL in Underserved Populations low- and middle-income countries have ence events in the game. More learner control demonstrated improved achievement and leads to higher learner motivation (Ryan & Deci, increased motivation to learn while also creat- 2000). In addition, most DGBL games are Motivation ing a learner-centred environment. It is this designed to be single-player (Michael & Chen, Whilst learning without the support of a teacher, Research on digital mathematics interventions learner-centred environment that enables 2005). This allows for asynchronous game children will most likely not stay motivated over has shown increased motivation (Rosas et al., children to work at their own speed and diffi- design, in which the player can start and stop a long period of time unless they are intrinsically 2003), more positive attitudes towards mathe- culty levels, giving them the opportunity to at their own pace (Michael & Chen, 2005). This motivated. Learners who are intrinsically moti- matics (Ke, 2008), and a better mastery of properly learn concepts and, therefore, improve capability promotes self-paced learning and vated engage in the learning process for ‘its own mathematics for children in kindergarten and their academic performance. Digital games give allows players to develop their skill level as sake, for the enjoyment it provides, the learning primary education (Li & Xin, 2010; Praet & learners control over pace, order, and strategy needed, without falling outside the zone of it permits, or the feelings of accomplishment it Desoete, 2014; Räsänen, Salminen, Wilson, (Garris, Ahlers, & Driskell, 2002). A sense of proximal development described by evokes’ (Lepper & Iyengar, 1999, p. 349). Also, Aunio, & Dehaene, 2009; Steenbergen-Hu & control determines whether learners have Csikszentmihalyi (1990). the more intrinsic the motivation, the more Cooper, 2013). durable the learning may be (Trinder, 2013). Performance Feedback When children learn autonomously by playing materials (Collis & Moonen, 2001; Jonassen, Assessment an educational game, the game itself should Peck, & Wilson, 1999). Where we traditionally Components of digital technologies, such as not only essential in monitoring and evaluating provide feedback on the correctness of their place this role with the teacher, sometimes data storage and collection, detect learning programmes; it is also a groundbreaking answers. The use of technology should enable using computer-programmes has an advan- gaps, encourage help-seeking behaviours, and concept in the humanitarian field, where few active learning, with a focus on the activities tage: they are always able to consistently give refer the most at-risk children for further edu- large-scale prevalence studies have been and interaction of learners, instead of on feedback, which is something that is unlikely to cational support. The ability of DGBL to conducted involving children affected by armed content in the sense of pre-prepared learning happen in under-resourced, overcrowded continuously store large quantities of data is conflict and displacement.

38 39 Why is Can’t Wait to Learn Needed infrastructure challenges around school opportunities are widely unavailable, and when resourcing, poor learning outcomes, and low available, often exclude the most vulnerable in Underserved Regions? federal spending. The accessibility and quality children. Girls are particularly disadvantaged The literature also shows that learning games Lebanon. Unlike other technology projects of education for children in states affected by due to socio-cultural beliefs, negative attitudes have positive learning outcomes. Several where teachers are required to help students conflict also dramatically reduces: across the towards educating girls, the cost of schooling meta-analyses reported that games and inter- practise learning principles, CWTL was country, gross enrolment rates (GER) range (both direct costs and opportunity costs, such active simulations were more dominant than designed to teach the mathematics curriculum from 85% in Al Gezira to 37% in East Darfur as the loss of child labour), distances between traditional teaching methods for cognitive gain without requiring prior knowledge or experi- (Ministry of Education Sudan, 2012). schools and homes, safety concerns, and child outcomes, learners demonstrated statistically ence in a school setting. The results marriage, especially in rural areas. significant positive effects of computer tech- demonstrated significant increases in mathe- Children disadvantaged by their location, nology on mathematics achievement, and matical knowledge and motivation to learn gender, or socio-economic background are also Any effort to make traditional basic education digital games for learning were found to be when compared to the control condition of less likely to join a school and less likely to accessible for today’s marginalised children in more effective for learning and retention when face-to-face teaching (Stubbé, Badri, Telford, complete basic education. Populations on the Sudan would require substantial investment, compared to conventional instruction methods van Der Hulst, & van Joolingen, 2016). move, such as pastoralist or nomadic groups, including. The recruitment of teachers, signifi- (Vogel et al., 2006). Moderator analysis on are not catered for, especially those whose cant training and supervision provided to these meta-analyses also indicated that inter- The programme has since expanded to other traditional stock routes are cross-border existing teachers, the construction of class- active simulations, additional instructional regions in the Middle East and Africa. When (Dulvy, et.al, 2012). Three quarters of all rooms, and a drastic increase in government methods, players working in groups, and a designing CWTL, the choice of initial pro- nomadic children in Sudan aged 6–13 are out- education budgets (Ali, 2014). New solutions higher level of education all positively impacted gramme countries (Jordan, Lebanon, Sudan, of-school, and in four of the 15 states where are urgently required for the current generation results. and Uganda) was made to allow for testing of nomadic populations are found, this rises to of out-of-school children living in Sudan – solu- the most common education in emergency 100% (UNICEF, 2017b). In this context, complex tions which tackle issues of access, equity, and CWTLs validity has already been confirmed in a modalities. The combination provides a good and mutually reinforcing patterns of disadvan- quality. Innovative education technology, when pilot study (Stubbé, Badri, Telford, van Der cross-section of the target groups found in tage – poverty, gender inequity, disability, coupled with a strong partnership and con- Hulst, & van Joolingen, 2016; War Child Holland, education in emergency sectors more gener- conflict, and displacement – raise barriers to text-specific approach, could provide these

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - DGBL in Underserved Populations 2016) in remote villages in Sudan and is cur- ally. The explanation of why these regions were schooling and erode educational opportunities children with a previously unimagined chance rently being piloted in Jordan, Uganda, and selected is explained in the following section. for children (UNICEF, 2017b). Formal education to access quality education opportunities.

Regions for Can’t Wait To Learn Can’t Wait To Learn Educational Research Aims for Sudan Goals for Sudan A proof of concept study of Arabic language com- Implementation In Sudan, we target out-of-school populations ponents and the Reading Game for use in remote who, without innovative approaches, would not village settings. This would determine whether the Sudan have access to any government-supported CWTL reading programme can be feasibly delivered Sudan has experienced almost sixty years of Sudan is also home to more than two million learning opportunities. to enhance the teaching and learning experience. conflict, beginning even before independence internally displaced persons (IDPs) and around from the British in 1956. Africa’s longest running 300,000 refugees from neighbouring countries civil war with what is now South Sudan lasted (UNHCR, 2017a). These dynamic populations Lebanon decades (Thomas-Slayter, 2003), and internal are almost all based near Sudan’s external Seven years into the Syrian civil war has had a identified in Lebanon: 1.5 million vulnerable conflict has been rife in some areas of the borders. Across the country, communities profound impact on Lebanon. The crisis resulted in Lebanese, 1.5 million displaced Syrians, and country, notably Darfur. Before South Sudan suffer unequal access to social services and making Lebanon the third-largest refugee-hosting around 320,174 Palestinian refugees. In an already seceded in 2011, Sudan was the largest country basic resources. country according to UNHCR Global Trends for suffering economy, the impact of war in Syria has in Africa, and it remains a vast and diverse 2017 and the host for the largest number of added to increasing economic, social, demo- nation. Three of the 18 states that make up Despite these challenges, Sudan is relatively refugees from Syria (UNHCR, 2017a). Lebanon is graphic, political, and security challenges. The Sudan are still contested and are known as the successful with regard to basic education. also the host for around 450,000 refugees already situation has resulted in contention over limited Three Protocol Areas. Abyei, South Kordofan, Rates of net primary enrolment are around living in the country. Lebanon has continued to resources between host and refugee communi- and parts of Blue Nile State remain at war, 76.4% and completion is around 79.3% (UNICEF host the largest number of refugees relative to its ties. However, there has not yet been open although the context of the conflict (e.g., drivers, Sudan, 2017b). However, more than 3 million national population, where 1 in 6 people are refu- inter-community violence, but concerns are begin- actors, etc.) remains dynamic. children aged 5–13 are still out-of-school gees and 1 in 4 are Palestinian refugees. Three ning to rise over Lebanon’s fragile political and (UNICEF, 2017b). There are significant categories of vulnerable communities were social balance.

40 41 The population influx to Lebanon has increased like waiving documentation requirements for the demand on education services, not only in non-Lebanese children to encourage parents to SUDANSUDAN LEBANONLEBANON numbers, but also in terms of meeting different enroll their children in schools. While great needs, since children coming from Syria face strides have been achieved in providing educa- 20162016 20172017 challenges learning the Lebanese curriculum. The tion to a significant number of vulnerable education of children that come from displaced Lebanese and non-Lebanese, the enormity of families is often disrupted because they either the Syrian refugee influx has had a significant ENROLMENTENROLMENT RATE RATE PRIMARY PRIMARY EDUCATION EDUCATION ENROLMENTENROLMENT RATE RATE PRIMARY PRIMARY EDUCATION EDUCATION do not have access to school due to different impact on an already compromised Lebanese reasons (economic reasons, lack of transporta- public education system. tion, child labour, etc.) or they have to cope with a different curriculum and other educational challenges. Many children have missed school for Can’t Wait To Learn Educational several years and are now over-age, and some Goals for Lebanon are discouraged from going to school in order to In Lebanon, we target out-of-school populations work and help bring income to the family. Others who are over-age and have not been in school for

have witnessed serious acts of violence and are a number of years and/or are not eligible for gov- SUDANESESUDANESE REFUGEEREFUGEE******** LEBANESELEBANESE REFUGEEREFUGEE CHILDRENCHILDREN CHILDRENCHILDREN CHILDRENCHILDREN CHILDRENCHILDREN in need of psychosocial support. ernment-endorsed alternative learning or formal school programmes. We provide a pathway to 60%60% 56%56% 83%83% 57%57% The Government of Lebanon (GoL), in collaboration these programmes for children in these situations. with UN agencies and national and international partners, developed the Lebanon Crisis Response 2.519.7132.519.713 61.66161.661 Plan (LCRP) to provide humanitarian assistance Research Aims for Lebanon OUTOUT OF OF SCHOOL SCHOOL SUDANESE SUDANESE CHILDREN CHILDREN OUTOUT OF OF SCHOOL SCHOOL LEBANESE LEBANESE CHILDREN CHILDREN and protection to almost 2.8 million highly vulnera- These are the current projects in Lebanon: ble individuals. The education sector is an area that

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - DGBL in Underserved Populations is suffering and where supply is not meeting •• Determining whether there are improve- demand. The Ministry of Education and Higher ments in children’s numeracy competency 40%40% 13%13% Education (MEHE) developed the ‘Reaching All and psychosocial well-being after using ********** Children with Education’ (RACE) plan. RACE was CWTL for 3 months and then for 12 months. developed in 2014 in response to the Syrian Crisis OUTOUT OF OF SCHOOL SCHOOL204.490204.490 REFUGEE REFUGEE CHILDREN CHILDREN OUTOUT OF OF SCHOOL SCHOOL142.915142.915 REFUGEE REFUGEE CHILDREN CHILDREN and challenges in the education sector. The plan is •• Assessing baseline levels of numeracy aligned with the ‘No Lost Generation’ strategy competency and psychosocial well-being in developed by the UN, World Bank, and GoL. The out-of-school children attending partner plan will take place over several years and commits organisations that will deliver CWTL. to providing 470,000 school-aged displaced Syrian 44%44% 43%43% and poor Lebanese children with access to quality •• Determining whether there are differences education by 2016. Of this total, 200,000 Syrian in baseline numeracy competency and PUPILPUPIL TEACHER TEACHER RATIO RATIO PUPILPUPIL TEACHER TEACHER RATIO RATIO children will be enrolled in formal education. psychological well-being between various demographic groups of children. According to UNHCR July 2016 estimates, Lebanon hosts 488,236 children and youth •• Determining which demographic or service (aged between 3–18 years). Of compulsory implementation factors may lead to better school-aged children (6–15 years old), 42% learning outcomes from the CWTL pro- were enrolled in formal public education programme at 3 months and at 12 months grammes during the 2015/16 scholastic year. As part of RACE, MEHE opened second shift •• Determining which demographic or service schools in the afternoon in order to increase implementation factors may lead to better the capacity of public schools to take in the engagement [attendance records] and 11 / / 25.4 25.4 11 / / 12.5 12.5 increasing number of children coming from retention [drop-out] with the CWTL pro- Syria. The ministry also put in place incentives gramme at 3 months and at 12 months. sources:sources: ****http:/ ****http://reporting.unhcr/reporting.unhcr.org.org sourcesource: : *****https:*****https://relief//reliefweb.inweb.int t https:https://relief//reliefweb.inweb.int t

Figure 9. Primary School Enrollment in CWTL Regions. 42 Jordan Can’t Wait To Learn Educational Goals for Jordan The Syrian conflict has placed an unprecedented As part of the Jordan Compact presented at the In Jordan, we target host and refugee communities in a formal school system that is under stress due to burden on Jordan’s public services, particularly its London conference in February 2016, the the huge influx of refugees. In Jordan, we also target alternative learning centres. education system. Almost one third of the Syrian Government of Jordan committed to ensuring refugees registered with UNHCR are school-aged that every child in Jordan would be able to children between the ages of 5–17 (UNHCR, access education in the 2016/2017 school year. Research Aims for Jordan 2017a). While Jordan closed its borders to Syrian This commitment was largely realised through Upcoming projects include a quasi-experimen- Another project is the development and pilot of refugees in 2016, the formal Jordanian education donor-funded infrastructure initiatives which tal trial in Jordan to test whether integrating an Arabic literacy component to the game, system has been unable to adequately absorb expanded the number of schools available to CWTL into formal classroom teaching can alongside the mathematics. the large numbers of school-aged Syrian children, accommodate double-shifting, and a further improve student literacy and numeracy compe- leaving many Syrian children to grow up without 102 schools were upgraded to accommodate tencies in overburdened formal schools. These are the current studies in Jordan: access to formal education. While pre-war Syria additional students. The second component of had a school enrolment rate of close to 90%, the initiative focused on ensuring that children •• A proof of concept study of the mathemat- •• A proof of concept study of the mathemat- these high enrolment rates have not translated who had been out-of-school for extended ics and Arabic components for use in the ics and Arabic components in Learning to the Jordanian context. In the early years of the periods of time could accelerate their learning formal public school setting to determine Support Centres to determine whether the crisis, education assessments concluded there through an accredited catch-up classes pro- whether the CWTL programme can be CWTL game can be feasibly delivered to had been a downward trend in enrolment rates of gramme which aimed to reach 25,000 Syrian feasibly delivered within the formal class- out-of-school children in Jordan. school-aged Syrian children, which was largely children. room setting to enhance the teaching and attributed to access and financial factors. Factors learning experience. This will be the first •• A full-scale cluster randomised controlled such as financial difficulties among families, child The Ministry of Education’s (MoE) catch-up implementation experience with the Arabic trial (RCT) in Jordan testing whether inte- labour, and early marriage have contributed to classes programme aims to bridge the learning component of the game and also the first grating CWTL into formal classroom low enrolment rates. gap to help facilitate children’s reintegration implementation in a school setting. teaching can improve student literacy and into the formal school system. UNICEF is sup- numeracy competencies and well-being Children who are able to enter the formal educa- porting the MoE initiative by targeting (hope, self-esteem, and self-efficacy) in

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - DGBL in Underserved Populations tion system are often hindered by the schooling out-of-school children and underperforming formal schools in Jordan. environment, leading to low levels of retention. children within schools (UNICEF, 2014). Different dialect and curriculum, bullying and However, to date the programme has faced a harassment, and practical difficulties such as number of challenges, including a lack of Uganda distance and lack of transport to schools, has funding and space in which to implement the Uganda is currently hosting more than 1.3 villages by armed groups loyal to one of the contributed to drop-out rates of Syrian children. activities. Furthermore, the programme only million refugees, approximately one million of warring factions of the South Sudanese Public schools in refugee-hosting areas in the targets children between the ages of 8–12, whom are from South Sudan, with smaller People’s Liberation Army, as well as criminal northern parts of Jordan are often under-re- leaving many children unable to access return populations of refugees from the Democratic gangs taking advantage of the disorder caused sourced and have difficulties adequately serving pathways to formal education. While some Republic of Congo and Burundi. Of the approxi- by the conflict. The journey to northern Uganda the Jordanian school-age population, let alone 170,000 Syrian refugee children are enrolled in mately 1 million South Sudanese refugees, is often made on foot, during which refugees being able to cope with the increased pressure of the 2016/2017 school year, approximately more than 600,000 arrived within a period of 5 often lack food, water, and shelter, and are left additional students. Even prior to the crisis, some 91,000 Syrian children registered with UNHCR months from August to December 2016. The vulnerable to criminal activity along the way, public schools operated on a double-shift system remain outside of the formal education system. situation was initially dubbed ‘the children’s including sexual violence. Although the exact to increase classroom spaces. In 2013, the The most vulnerable and marginalised Syrian crisis’ by the northern Uganda host population, number is not known, an estimated tens of Government of Jordan expanded this double-shift children remain unable to access education as more than 60% of arrivals were children, thousands of children have crossed the border policy to reach a total of 98 public schools, thereby services due to a combination of financial many of whom were unaccompanied. Children into northern Uganda unaccompanied by an providing more Syrian children with access to the barriers, lack of transport options, and a lack of of school going age now make up more than adult or family member. formal education system. While this change in documentation to register in schools. While the 65% of the entire refugee population. policy was welcomed by the international commu- Government of Jordan has made significant A needs assessment carried out by War Child in nity, the quality of education provided has been policy changes to improve access to education, The South Sudanese refugees in northern late 2016 on the situation of South Sudanese affected and teaching resources have come under the focus to date has largely centred around Uganda have fled a context of extreme violence refugees in northern Uganda revealed a popu- strain. This has had implications for both Syrian infrastructure upgrades, and much remains to and insecurity. Many have witnessed violence lation with severe mental health and and Jordanian school-aged children who often be achieved in terms of ensuring better quality themselves or have lost family or loved ones to psychosocial support needs, on top of their struggle to keep pace with the Jordanian curricu- education services for Jordanian and Syrian violence. This is often carried out along ethnic basic needs for survival-- water, food, shelter, lum and are at risk of falling behind. children alike. lines, but is sometimes due to the plundering of education, and medical care. Although the

44 45 government of Uganda, supported by the UN are unable to offer local language education, Country Team and the World Bank, quickly only makes matters worse’ (Africa Educational JORDANJORDAN UGANDAUGANDA established a comprehensive and progressive Trust, 2018 ), and there is a lack of books and policy toward the refugee influx (formalised in materials to help children learn how to read. It 2008-20122008-2012 20132013 the Refugee and Host Population is clear that ‘despite the number of people Empowerment Strategy (ReHOPE, 2017), the living in poverty in Uganda halving over the last rapid nature of the influx and the sheer size of decade, Uganda continues to struggle with ENROLMENTENROLMENT RATE RATE PRIMARY PRIMARY EDUCATION EDUCATION ENROLMENTENROLMENT RATE RATE PRIMARY PRIMARY EDUCATION EDUCATION the refugee population strained the humanitar- inequality in the post-conflict North and the ian response. Mental health and psychosocial impoverished rural East of the country’ support services are still scarce, while educa- (UNHCR, 2017a). tion services are reaching less than half of the school age population. With the high influx of refugee children, the existing education infrastructure cannot cope Those children who are able to access educa- with the scale of education needs, which tion – whether through the Uganda formal requires increased availability of schools, provi- school system or through accelerated educa- sion of materials, and training of teachers JORDANIAJORDANIANN REFUGEEREFUGEE UGANDANUGANDAN REFUGEEREFUGEE CHILDRENCHILDREN CHILDRENCHILDREN CHILDRENCHILDREN CHILDREN CHILDREN** ** tion programmes provided by (UNHCR, 2017b). In response, a number of non-governmental organisations -- are still INGOs are running accelerated education pro- 91%91% 54%54% 91%91% 52%52% facing major obstacles to learning. One of the grammes based on a curriculum developed by key issues is simply the lack of resources. Uganda National Curriculum Development Classrooms are severely overcrowded, with Center, with support from the Norwegian 47.05947.059 714.319714.319 teacher to student ratios at times reaching Refugee Council. However, challenges of access OUTOUT OF OF SCHOOL SCHOOL JORDANIAN JORDANIAN CHILDREN CHILDREN OUTOUT OF OF SCHOOL SCHOOL UGANDAN UGANDAN CHILDREN CHILDREN 1:100, while the average is widely cited as more and quality remain. According to War Child’s than 1:60. This is due to a lack of classrooms Rapid Needs Assessment on the South

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - DGBL in Underserved Populations and the lack of availability of trained teachers. Sudanese Refugee situation in Uganda (2016, In addition, there is a severe shortage of text- p. 24), ‘facilities in Bidibidi are overcrowded and 9%9% 9%9% books. South Sudanese children also student-teacher ratios are high. Windle Trust in *** *** experience difficulty adapting to the Ugandan Bidibidi reported that also language barriers curriculum: they face language barriers with are an issue as well as proper transition OUTOUT OF OF SCHOOL SCHOOL85.00085.000 REFUGEE REFUGEE CHILDREN CHILDREN OUTOUT OF OF SCHOOL SCHOOL514.380514.380 REFUGEE REFUGEE CHILDREN CHILDREN teachers who do not speak the same mother between the South Sudanese education and tongue, and the curriculum is often in English; Uganda’s education curricula for primary and they have a heavy workload at home; and they secondary schools.’ experience corporal punishment, and sometimes sexual abuse, in the school setting. A UNHCR report dating from December 2017 46%46% 48%48% states that 53 percent of the refugee children The provision and quality of education has attend primary school (including accelerated PUPILPUPIL TEACHER TEACHER RATIO RATIO PUPILPUPIL TEACHER TEACHER RATIO RATIO been a challenge due to the levels of poverty education) while only 10 percent are enrolled in and history of conflict in the northern and secondary education, with the latter demon- eastern regions of Uganda. These regions strating a large gender gap (33 percent girls) continuously rank lowest in terms of school (UNHCR, 2017b). An estimated 298,079 performance and literacy, and only 30% of refugee children between the ages of 6–17 are children who enter primary school go on to out-of-school. This not only negatively impacts complete their primary school education their education, but, according to a recent (African Educational Trust). Additionally, the UNICEF report, the spectrum of protection conflict in the West Nile region and northern risks faced by South Sudanese children is Uganda destroyed and shut down many amplified by the fact that 64 percent of all schools, resulting in many children never South Sudanese refugee children between 11 / / 21 21 receiving an education. According to the Africa 3–17 years of age in Uganda are not enrolled in Educational Trust, the fact that ‘most schools primary or secondary school (UNICEF, 2017a). 11 / / 45.6 45.6 sources:sources: sourcesource: : **http:/**http://reporting.unhcr/reporting.unhcr.or.org g https:https://relief//reliefweb.inweb.int t ***https:***https://www//www.unicef.unicef.org/.org/appeals/appeals/uganda.htmuganda.html l

Figure 10. Primary School Enrollment in CWTL Regions. 46 Can’t Wait To Learn Educational Programme Aims for Uganda Goals for Uganda In this context, CWTL will be implemented as In Uganda, we target the refugee settlements part of the accelerated education programmes. and the refugee population from and hosted in These are designed to support children ages a low resource setting, who have had limited or 10–18+ ‘catch up’ to their age grade level by no access to education before being displaced. following a condensed curriculum or to achieve their primary school certificate in 3 years.

These are the current projects in Uganda:

•• A trial period of the mathematics and •• Determining whether there are differences Summary reading components for use in the refugee in baseline numeracy competency and camps to determine whether the CWTL psychological well-being between various UNICEF’s comprehensive 2017 report on programme can be feasibly delivered within demographic groups of children. the education emergency in the region the refugee setting to enhance the teaching outlines a range of challenges in educa- and learning experience. •• Determining which demographic or service tional delivery: access to formal implementation factors may lead to better education, including overcrowding; •• Assessing baseline levels of numeracy learning outcomes from the CWTL pro- obstacles for children who previously competency and psychosocial well-being in gramme at 3 months and at 12 months. attended school but have missed out on out-of school children in the refugee camps intervening years (e.g., recent changes in attending partner organisations that will the Jordanian policy approach mean that deliver CWTL. children who have missed one whole year of school are no longer eligible to join formal education and must join the

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - DGBL in Underserved Populations NFE route); accreditation and opportunities for further or higher education; and difficulties in moving between national curricula (UNICEF, 2018). Therefore, the rationale is to create an intervention and accompanying applied research framework which works at the junction between the need for a new model, the specific needs of children in the Middle East and Africa (in particular refugee children or those living in emergencies), and the opportunities presented by technology in bringing these together. The technology must be applied to improve access, to support the uptake of current systems to reach the most disadvantaged, and to leapfrog students into the formal system whilst equipping them with additional psychosocial, technological, and life skills. Our DGBL solution, CWTL, is designed to address the educational needs of underserved markets, the details of which are discussed in the next two chapters.

48 49 Can’t Wait To Learn - Uganda Maths Game Game Design in Uganda

The Can’t Wait to Learn Maths game is designed learn to add and subtract and develop strategies to familiarise players with mathematical con- for basic addition and subtraction, including cepts, to help players complete challenges, and to whole-number relationships (e.g., tens and ones); provide players with opportunities to learn and and develop understanding of base-ten numera- improve mathematical skills. Can’t Wait To Learn tion system and place-value concepts, including Maths is designed to help players develop an fluency with multi-digit addition and subtraction. understanding of whole numbers, including This section reviews the design of the concepts of correspondence, counting, cardinal- Can’t Wait To Learn Mathematics Game, including ity, and comparison; represent, compare, and its goal, core activity, design, curriculum, and order whole numbers, and join and separate sets; quality assurance testing.

Figure 12. Sample mini-game: Bus Game (learning principle: addition and counting). This addition game has two parts. First, the child Pedagogic Background to the Maths Game has to count the number of people that are on the bus. As more people get on the bus, the child must use addition to find the total

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Uganda Maths Game amount of people on the bus. Since this project focuses on vulnerable chil- included in the game. In addition, direct instruc- dren with little learning support from parents tion is given, which explains how to ‘do it’. For or teachers, we assume they have little infor- Uganda, the language of instruction is basic, Overview mal mathematics knowledge. The formal English. Though, Uganda has multiple opportunities to learn from everyday life situa- languages of instruction, English was chosen The design of the Maths Game resembles that describes next steps and required actions, and tions in the community are scarce. Because of due to the number of different languages of a city-building game (e.g., SimCity). In a makes suggestions about certain characters to this, the approach for struggling learners was spoken by the refugee/host groups. The city-building game, players must build, manage, help. In this way, the player is introduced to the followed. One of the major issues in supporting instruction in the videos is provided by slightly and lead a town. These games provide continu- city-building process. struggling learners is to ensure there is a older children (11–13 years old), which may ous positive reinforcement and allow players to strong basis upon which to build. This corre- increase the motivation to watch the instruc- determine their progress by entering and To begin the game, the game guide leads the sponds with the concept of mastery learning tional videos. Furthermore, these older children exiting game sessions. They appeal to players’ player to a location with golden sparkles. When (Bloom, 1985), where ‘the students are helped can also be seen as role models, increasing ambitions to build and collect an increasingly the player clicks on a location, a small instruc- to master each learning unit before proceeding motivation to learn, as well as self-efficacy. large and complex city (Krom, 2012). tional video appears in order to introduce a to a more advanced learning task’ (p. 4). math concept. At the end of the video, a mini- Furthermore, struggling learners need explicit The Maths Game also motivates players to game opens. instruction (Milo, 2003; Timmermans, 2005). help build a town, village, or city. Upon entering Research shows that struggling learners show the game, the player sees an empty world with A mini-game is a didactic challenge or problem less engagement during instruction (Bodovski ten locations. Depending on where the game is and consists of a number of questions. As each & Farkas, 2007), and if this engagement is published, the map is contextualised to match question is completed, a smiley face appears at increased, performance increases as well. the children’s familiar environment. In Uganda, the top of the mini-game screen. After suc- for example, the map contains 10 locations in cessfully completing three mini-games, the A focus on ‘time on task’ could help to improve the rural West Nile Area. player receives a star or brick that helps build a learning results (Carroll, 1963); all children can house. The player has several attempts at learn mathematics, but some need more time Each location is linked to a different character, completing the mini-game. If those attempts than others. To support struggling learners, and a game guide explains the game’s purpose. fail, the player can begin again or review the instruction and exercises on the mathematical This game guide also orients the player, instructional video. skills that are often acquired informally are Figure 11. Uganda Maths Game; Open world with game guide.

52 53 Table 6: Elements of the Maths Game’s Development As the Maths Game progresses, the mini- In the following sections, we will focus on the games build on the previous tasks and become game goal, the game narrative, the game Domain Team Composition Process more challenging. The numbers become larger, mechanics, the visuals, and the rewards that Overall game design and Game development The overall game design used the requirements for the and the tasks within each mini-game become support the player experience. We will then development company and War Child Sudanese context, such as full school curriculum for more complex. review the curriculum design and learning product owner certification, accessibility through tablets (⅓ of children in elements. The quality assurance process and Sudan are unlikely to attend school), long-lasting tablets (for remote regions), and design that does not require There are 73 different types of mini-games in game design assessment is also reviewed. We interconnectivity. the curriculum for Grades 1–3. Upon comple- then conclude with a summary of the imple- tion of the Maths Game, players will have mentation for Uganda. Mini-game design and War Child educational The War Child educational specialist develops the learning development specialist, War Child goals and education objectives. These are discussed with completed all the mini-games and will have product owner, game the product owner, who then discusses the objectives helped the townspeople build their town. designer, interaction with the game designer, interaction designer, and game designer, game programmer. Based on what is technically feasible, the programmer initial idea for the education objective may change. The game is then designed with the interaction designer and game designer, it is developed, and then tested by the game development team. Once the game is complete, the product owner reviews the game and approves it for y uuum mnt t integration into the larger application. Visual game design Butterflyworks During the needs assessment and the co-creation researcher, future process, the local children provide input into the Visual Audio players and users, local characters and design. Local artists are selected, and visual designers their work is presented to the children for feedback and NO nm ntuton o iterations. This includes art in the game world, character

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Uganda Maths Game art, and art for the mini-games. SUCCESSFUL? YES Visual Audio Curriculum design War Child educational The local curriculum is mapped, and the order of learning specialist and War Child objectives is determined. Per learning objective, the o oon t product owner suitable mini-games are selected and placed into the curriculum.

nn Instructional video War Child educational The educational specialist develops scripts, and War otton design and recording specialist and on- Child creates resources for the scripts. The video is n CWTL location videographers, scripted and actors, locations, and props are defined War Child content and determined in consultation with the educational manager specialist. The War Child content manager and educational specialist review the videos to ensure they Figure 13. Summary of elements from the curriculum and game play functionality in the Uganda Maths Game. adhere to content and educational goals. After audio approval, video is shared with the game development team and incorporated into the game.

Game Goal Audio recording War Child content The educational specialist develops scripts, and War Cognitive psychologists discuss how goal experience, including those provided by the manager, War Child Child creates resources for the scripts. The voiceover setting supports consistent management of reward systems. Establishing player experience product owner, internal actor is selected, and audio is recorded on location. The language expert, and War Child content manager and product owner review human action. All games have goals and goals at the outset, such as constructing a on-location audio the audio recordings to ensure the content has been winning conditions. In digital game-based town, focuses the game design process on producers correctly recorded. After audio approval, audio is shared learning, digital games can have three goals (de what the player will find interesting and engag- with the game development team and incorporated into the game. Freitas & Jarvis, 2008). First is the didactic goal. ing (Fullerton, 2004). The third goal is the In the Maths Game, the didactic goal is to have assessment of mini-games and learning goals. players successfully complete the maths cur- The Maths Game captures information on how riculum for primary school Grades 1 through 3. long a player plays, what mini-games they play, A second goal is the one provided by the game and which ones they complete.

54 55 Game Design The Maths Game is designed as a single-player experience the effects of the incremental game for one child to play in their own game principle (Gee, 2003), in which they have the world. There are several advantages to a sin- opportunity to slowly progress from novice gle-player design. First, the player can pause or (learning numbers 1–10) to master level (being stop their game session without syncing the able to complete mathematical problems) session with other players’ sessions, facilitat- (Zyda, 2005). Finally, the single-player design ing a custom learning experience for the child. allows for ease of connectivity. Since the Maths Second, a single-player design provides design- Game is implemented in remote regions with ers more control over the difficulty levels while limited connectivity and access to electricity, a simultaneously giving the player control over multi-player design would not be possible. the pace of learning. Third, a single-player design allows teachers or facilitators to better The design of the Maths Game occurred in observe a player’s progress and to provide the collaboration with several partners. Table 6 right level of support when needed (Cassidy, summarises the elements of the game’s 2004). Fourth, a single-player design allows for development. an incremental implementation of the curriculum. This design allows players to experience In the following section, we will review the the transfer principle (Gee, 2003), in which they game design in detail. We first discuss the can apply knowledge from earlier mini-games game’s overworld, followed by the narrative, to more complex mini-games. Players also game activities, game mode, and visual design. Figure 14. Empty game world Uganda. Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Uganda Maths Game

The Game World: Overworld A game world is defined as an environment in player would understand. For a player, this which the gameplay or parts of the gameplay means that they can expect to see the same take place. The game world is also the space game world with the same elements and the where the player interacts with the various same rules; there are no tricks or unexpected game elements. The game world limits the changes. playing area of a player’s movements and creates a basis for a consistent reality logic, Play in the Maths Game begins with an open namely that the game does not have any game world view. The Uganda game displays a inconsistencies or irregularities (Björk & top-down view, allowing players a commanding Holopainen, 2005). This means that aspects of view while enabling them to distinguish the game also mimic reality in a way that a between individual game elements.

Game Mode A game mode is a configuration of the game- limits complexity and allows players to master play (Sicart, 2008), and a game can have learning tasks while keeping the gameplay different game modes. Each game mode can simple. It also enabled the developers to main- have different game mechanics or types of tain a reasonably sized application for tablets gameplay. In the Maths Game, the game world with a low processing power, as allowing for consists of two modes, city mode and mini- more variety would have required more Figure 15. Bird’s-eye view of the completed overworld (world map) in Uganda. game mode. In city mode, the player can complex code and a larger application size. The monitor their growing city and can focus their mini-game mode contains the mini-games that efforts to construct one of two sites. The launch when the player clicks on locations in choice of sites is limited for two reasons. This the game world.

56 57 Core Activity: Mini-Games Progression and Rewards The Maths Game’s core learning activity is the another game. From a game design standpoint, As mentioned in Chapter 1, progression can be game should be customised to each learner’s completion of the mini-game. A mini-game is this design principle keeps the player’s experience divided into two parts: game progression and level, effort, and growing mastery while signal- an educational task or challenge that must be of reality consistent within a game and does not player progression (Bycer, 2013). In the Maths ling ongoing achievements. completed in order for the player to progress. interfere with the player’s immersion. Mini-games Game, these two types of progression are Mini-games challenge players in several ways, facilitate intrinsic motivation by offering players integrated. The player cannot progress without This learning principle is evident in the way accom- including multiple-choice activities where the the ability to demonstrate mastery of their skills also mastering the mini-games as they are plishments appear in city mode. In this mode, the player must choose the correct answer, match- and abilities, as dictated by Gee’s (2003) achieve- presented. According to Gee’s (2003) achieve- learner sees three metrics that let them know ing and arranging numbers and amounts, and ment principle. Increasing mastery creates ment principle, players of all levels receive how they are progressing: mini-game progression, writing answers correctly. cognitive immersion (Björk & Holopainen, 2005), intrinsic rewards from the beginning, and the meter progression, and building progression. in which the player fully focuses on problem-solv- Mini-games are commonly associated with the ing within the game. Cognitive immersion in game design concept of ‘games within games’ mini-games (and the rewards discussed later in (Björk & Holopainen, 2005), which are games this chapter) support the player’s competence and played completely within the framework of autonomy (Ryan & Deci, 2000).

Mini-game functionality includes these aspects:

•• Every mini-game is fully explained with •• A score is displayed at the top to show audio before it starts for the first time. whether the player has performed the task correctly or incorrectly. If the player has •• Every task in a game is presented in audio. Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Uganda Maths Game made too many mistakes, he or she is Players can always click the Guide button in directed to the Fail screen. the lower left corner to have the task repeated. •• After all tasks have been completed, the Continue button changes into the Finish •• When the player has performed the task, button and/or leads the player to the End they need to click the Continue button at screen. the lower right corner to continue. •• On the End screen, the player can view the •• In tasks with multiple answers, a Confirm score bar to see how many mistakes they button appears to check the player’s have made and the number of points they answers. After this check, the Continue have received in this exercise. They can also button appears. see their player progression in the form of Figure 16. Meter progression shown as a star. bricks or stars. Mini-Game Progression Core Mechanics The first level is the mini-game progression. For the first streak, the player must complete The core mechanic refers to the actions players mini-game. Tapping can also take the player to Each mini-game contains a certain number of one correct task (out of three presented) in a take in the game. CWTL Maths uses two simple their own personal space, to view the videos, to questions that must be answered in order to mini-game. Depending on the curricular core mechanics, tapping and tap + hold. have the guide repeat instructions, or to exit complete the learning goal. Together, these requirements for that mini-game, the player Tapping selects the direction of game play, and out of areas. The tap + hold mechanic, or drag- questions comprise a streak. The player can sees between one and ten questions and must a player can tap to select a location. A player ging, can be used in certain mini-games whose only get a certain amount of questions within a get a certain amount correct in order to pass. can also tap the correct answers within a elements must be dragged when counting streak wrong before the mini-game is termi- For example, in a five-question mini-game, the mini-game and tap to move to the next numbers or objects. nated. The player can then select the location player sees three green circles and two yellow and play again. The number of questions that circles, indicating that three correct answers can be answered incorrectly was default 1, but are required to complete the mini-game. When has been changed to be adjustable in the cur- the player successfully answers the question, a riculum sheet (fault tolerance). smiley face appears on one of the green circles.

58 59 If the player does not answer the question When players progress quickly, they do not correctly, an upside-down face appears on one necessarily experience this grind. If players are of the yellow circles. Completing one cycle of able to learn the didactic principles in each questions is called a ‘mini-game streak’, also mini-game quickly, they progress easily and known as a ‘winning streak’ in game design may not have to work hard. For those who find Figure 17. Building progression shown through upgrades. (Björk & Holopainen, 2005). Successful mini- the mini-game questions more difficult, the game streaks provide the student with mastery mini-games repeat until the player achieves points, which accumulate to eventually change the required level of learning. The goal of reward design is to construct a schedule that provides the player with blissful the student’s in-game mastery level. system that can detect and appropriately productivity, or a state in which players feel The mini-game streaks allow educational reward everything the player wants to do. happy for working hard and doing meaningful The mini-game streaks foster intrinsic motiva- experts to design the difficulty level in accord- Since every game is different, every game and rewarding work (Schonfeld, 2010). The tion and a sense of succeeding at increasingly ance with the maths curriculum content. needs a unique crafted reward system timing of when players anticipate and receive difficult challenges. The challenging and repetitive According to Gee’s (2003) regime of competence (Sylvester, 2013). Rewards, such as new build- rewards is key to motivation and to the flow work required in these streaks is called the principle, the streak mechanic allows the learner ing types in city mode, create a reinforcement experience (Csikszentmihalyi, 1990). game’s ‘grind’ (Björk & Holopainen, 2005). ample opportunity to operate within, but at the Despite this grind, players continue playing outer edge of his or her skills and abilities. The because they are not bored. Gee (2003) describes game, therefore, feels challenging but not The Maths Game Narrative and Theme this phenomenon in his practice principle, which ‘undoable’ (Gee, 2003). This is most apparent The central theme of the Maths Game is com- environment. These bonds deepen as players states that learners invest more time and effort when the player completes mini-game streaks munity building. The player helps the residents complete the mini-games and progress to in contexts and situations that interest them. to build and upgrade to the next level. of the town build their homes. This activity further mini-games. motivates the player by creating situated

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Uganda Maths Game meaning (Gee, 2003). The characters remind The Maths Game takes a world narrative approach Meter Progression the player of townspeople they may encounter to support the player’s intrinsic motivation and If the player successfully completes the mini- sees a full star or brick in the meter near the in their daily lives, and the map resembles their autonomy (Ryan & Deci, 2000). The narrative of the game streak, they see a second level of location they have chosen. The meter reflects home region. Players can, therefore, make Maths Game supports empathy (Marsh et al., 2016) progression, called a meter. The meter progres- Gee’s (2003) multimodal principle, in which associations between their own experiences and helps the player build a better bond by: (a) sion is shown as a star or brick. Once the streak players ascribe meaning to symbols or designs. and experiences in their online world. By devel- listening to the characters’ stories; (b) helping the is complete and the mini-game play is finished, The meter progression can symbolise progress oping relationships with, learning from, and characters; (c) learning more about how the charac- the player sees a partially completed star or and achievement. Meter progression also helping the virtual characters, players become ters feel; (d) communicating regularly and positively; brick. When a player has completed enough supports engagement and continued motiva- connected to and motivated by the virtual (e) doing things together; and (f) giving gifts. streaks, the star or brick fills up and the player tion (Ryan & Deci, 2000). Aesthetics Building Progression As mentioned in Chapter 1, aesthetics are the Narrative and graphics must be accurately rep- The final progression is the building upgrade. turn completes stars with the end goal of most important aspect of player experience. To resented for cultural acceptance. Co-creation When the child receives seven stars or bricks, upgrading the building. Players are, therefore, ensure that CWTL players effectively connect with local experts and the children can result in the building upgrades to become larger and extrinsically motivated to construct new and with the game, and to empower player agency higher player engagement (Stubbé et al., 2017). more complex. Once the building upgrades, the larger buildings. This process creates a feed- (Sun, 2012), all aesthetic elements, including art, For this reason, CWTL designers collaborated stars in the meter disappear. This invites the back loop that allows players to measure their audio, and video, are localised and support an with children and local designers in Jordan on the player to complete more mini-games, which in game progress. immersive experience (Ryan & Deci, 2000). visual design in the participatory research phase.

60 61 OVERALL GAME MINI-GAME VISUAL DESIGN AND DESIGN AND GAME DESIGN Co-Creation DEVELOPMENT DEVELOPMENT Participatory research is research conducted designer receives the researcher’s report and ‘with those people whose life-world and mean- designs the game. In participatory design ingful actions are under study’ (Bergold & (co-design), the research subjects are consid- Thomas, 2012, p. 2). This type of research is ered the experts and play a critical role in called co-creation or co-design (Sanders & Jan knowledge creation, idea development, and Stappers, 2008). In a classical user-centred concept generation (Sanders & Jan Stappers, process, the designer, researcher, and user 2008). The designer and the researcher, who work separately. The user is a passive contrib- may be the same person, collaborate to gather utor, contributing knowledge only through the users’ insights (e.g., organising workshops). The researcher’s inquiry rather than as an equal designer plays a critical role in implementing contributor. The researcher brings knowledge the ideas. Figure 19 portrays these two differ- from observations and interviews. The ent approaches:

CLASSICAL vs CO-DESIGN WAR CHILD WAR CHILD BUTTERFLY WORKS PRODUCT OWNER PRODUCT OWNER RESEARCHER

DESIGN WAR CHILD DESIGN FUTURE PLAYERS oo LEAD EDUCATIONAL LEAD AND USERS SPECIALIST

Figure 19. Classical roles of users, researchers, and designers in the design process (on the left) and how they are merging in the co-designing process (on the right). Reprinted from “Co-creation and the new landscapes of design” by E. B. N. Sanders and P. J . GAME GAME DESIGN Stappers, 2008, CoDesign: International Journal of CoCreation in Design and the Arts, 4(1), pp. 5–18. DESIGNER PROGRAMMER LEAD

GAME DEVELOPMENT COMPANY Participatory research aims to document users’ daily lived experiences), collaborative story lived realities, hopes, and dreams with sample telling (understanding children’s dreams, ideas narratives; identify visual artefacts relevant to of fun, and safety), and visual mapping (under- The War Child educational specialist users’ lives; identify existing education chal- standing a child’s visual culture) (see Figure 20). develops the learning goals and educati- LOCAL on objectives. These are discussed with VISUAL DESIGNERS lenges and opportunities relevant to the CWTL the product owner, who then discusses programme; and identify existing MHPSS The visual mapping phase included a children the objectives with the game designer, issues, practice resources, and opportunities and artists’ co-creation workshop, with the interaction designer, and game programmer. Based on what is technically relevant to the Maths Game. This research goal of creating a game world design and art feasible, the initial idea for the education provided information about the game’s ideal assets for maths, as well as beginning to The overall game design used the objective may change. The game is then During the needs assessment and the requirements for the Sudanese context, designed with the interaction designer co-creation process, the local children visual design. collect input for the literacy games. This work- such as full school curriculum for and game designer, it is developed, and provide input into the characters and shop was held in two locations: 1) In Arua, a certification, accessibility through tablets then tested by the game development design. Local artists are selected, and The participatory design research conducted team of four Ugandan illustrators sketched and (1/3 of children in Sudan are unlikely to team. Once the game is complete, the their work is presented to the children for attend school), long-lasting tablets (for product owner reviews the game and feedback and iterations. This includes art for the Maths Game by Butterflyworks designed graphic elements for the game under remote regions), and design that does approves it for integration into the larger in the game world, character art, and art included five activities: social mapping the art direction of Butterfly Works, and 2) In not require interconnectivity. for the mini-games. application. (mapping the children’s social environment), Imvepi, a settlement for South Sudanese refu- communication mapping (an overview of how gees, Butterfly Works facilitated creative people in the region communicate), photo sessions with groups of ten children in four observation (using photographs to understand school locations on four consecutive days.

Figure 18. CWTL’s Game Design Process.

63 Each group of children participated in a similar set of activities: Day 2 On the second day, the drawings created on The designers again elicited feedback from the •• a presentation of the project •• a clay modeling exercise Day 1 were tested, and researchers gathered children and then improved on the designs as •• an introduction to all children in the group •• a Lego building exercise additional input from the children on the fol- necessary. They then shared the outcomes •• a drawing exercise lowing factors: with the illustrators, who sketched the designs.

•• The people in the community and their jobs. A selection of the sketches from Day 1 were Day 1 •• How children perceive urban areas and sent to the workshop on Day 2. The designers Children were asked to draw objects and drawings from visual mapping and storytelling which cities do they know? What do those showed the children these sketches and asked people from their environment and to create to begin defining the characters, the world cities look like? them for their preferences. Children first chose buildings and structures from Play-Doh and map, and the buildings. Designers also created •• How children perceive office work (e.g., Who their favourite in each category, then they Lego. The design researcher and the designers the navigation buttons for mini-games and the works in an office? What do those people do looked at a separate set of illustrations and observed the children and took notes and overworld. Items within the mini-games, such in the office?). described what they represented. This process photographs during the process. The local as fruits, vegetables, transportation, and other •• What a water source near their home looks like. helped reveal whether the children would designer used the children’s drawings and elements, were also designed and localised. •• How they perceive a hospital (e.g., What recognise different jobs and activities. As a objects can be found there?). result of this co-creation, the designers created ten locations, the guide (Jane), and the characters for each location.

GROUP 1 GROUP 2 GROUP 3 GROUP 4 Guide

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Uganda Maths Game A player’s first exposure to narrative appears The guide character guides players through as a guide who invites them to play the game instructions on how to play the game and with the following text: where to start. She encourages them to discover which characters they resonate with, This is your place. You live here with supporting Gee’s (2003) telling and doing your community. As you will start to domain. The Ugandan guide’s name is Jane. see, there are many different types of Jane is a young female teacher with braided people living here: neighbours, hair and with a book and chalk in her hand. She Children relatives, and children your own age. has a friendly smile and loves teaching many Sessions My name is.. They all have things they really like to subjects. do. Find out what they enjoy and help them to solve any problems they have. As the game progresses, the This way you can make them happy and guide character guides the then they will reward you. The more player to different people you meet and make happy, the characters. more exciting the place will become. reentation ntrodtion rain Modelin la eo And you have a place where you can exhibit your own creations and Voice Visual achievements! It is a place that you can Creative input input fill with things you like! The more you Sessions do, the more beautiful it will become.

Figure 20. Participatory Research Process Summary for Can’t Wait To Learn Figure 21. Uganda maths game’s guide, Jane

64 65 CURRICULUM INSTRUCTIONAL AUDIO Characters DESIGN VIDEO DESIGN RECORDING Localised, culturally appropriate characters Like the people in the children’s daily lives, AND RECORDING help players identify with the narrative and every character has a skill. The game demon- support Gee’s (2003) commitment learning strates that basic skills that can be learned at principle. The characters are young adults, as home, such as cooking or making bricks, can children look primarily to young people as role create income-generating opportunities. For models. As players connect their real-world example, cooking leads to owning a restaurant, identity to their newly created virtual identity, and brickmaking leads to work as a builder. they become more committed to the virtual world (Gee, 2003). These are the characters and their locations included in Uganda:

Table 7: Characters and Locations in the Uganda Maths Game

Name of Character Location Vocation

Isaac Farm Farmer

Joy Restaurant Cook WAR CHILD WAR CHILD WAR CHILD PRODUCT OWNER CONTENT MANAGER PRODUCT OWNER Rose Hospital Doctor

John School Teacher Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Uganda Maths Game Sadik Garage Mechanic WAR CHILD WAR CHILD WAR CHILD INTERNAL Peter Furniture shop Carpenter EDUCATIONAL EDUCATIONAL CONTENT LANGUAGE SPECIALIST SPECIALIST MANAGER EXPERT Josephine Market stall Seller

Nelson Computer centre Computer specialist

Lily Taxi stand Taxi driver

Viola Police station Police officer MINISTRY ON-LOCATION ON-LOCATION OF EDUCATION VIDEOGRAPHERS AUDIO PRODUCERS

MINISTRY MINISTRY OF EDUCATION OF EDUCATION (JORDAN ONLY) (JORDAN ONLY)

The educational specialist develops scripts, and War Child creates resources The educational specialist develops for the scripts. The video is scripted and scripts, and War Child creates resources for the scripts. The voiceover actor is Figure 22. Ugandan characters actors, locations, and props are defined and determined in consultation with the selected, and audio is recorded on educational specialist. The War Child location. The War Child content manager The game’s narrative and graphics needed to familiar objects and appropriately dressed content manager and educational and product owner review the audio specialist review the videos to ensure recordings to ensure the content has accurately represent local culture. When local characters (e.g., not showing the soles of their The local curriculum is mapped, and the order of learning objectives is they adhere to content and educational been correctly recorded. After audio experts and future players co-create a game’s shoes). The buildings also represent familiar determined. Per learning objective, the goals. After audio approval, video is approval, audio is shared with the game design, players experience a higher degree of shapes, colours, and orientations. In Uganda, suitable mini-games are selected shared with the game development team development team and incorporated into and placed into the curriculum. and incorporated into the game. the game. engagement with the game (Stubbé et al., for example, the buildings mirror the asymmet- 2017). The co-creation process in the Maths rical building shapes found in that country’s art. Game resulted in a game world that includes

Figure 23. CWTL’s Pedagogical Design Process.

66 Educational Design Example of Curriculum Progression The curriculum was defined by our educational Cascading information theory states that informa- An example is given to clarify the relationship between the bubble structure and mini- partner, TNO. The didactic framework was tion should be released in the smallest possible games. In a bubble, the same mini-game can have more streaks (up to five), with different co-developed with the Ministry of Education in pieces to convey the appropriate level of under- amounts of questions in them. For instance, in a particular bubble there is a mini-game to each location. The following mathematical standing at each point in a game’s narrative. For recognise letters. On the curriculum sheet it says ‘2 ,5 ,5 ,10, 10’ and under fault tolerance it topics are covered as part of the mathematics example, at the beginning of the Maths Game, says ‘1, 3, 2, 5, 2’. The player experiences this as follows: the first time the game is played in didactic framework: 1) numerals, 2) addition, 3) players take basic actions. As they become more the bubble, 2 questions are asked, and 1 can be answered incorrectly; the second time 5 subtraction, 4) multiplication, 5) division, 6) competent, they can unlock more difficult actions questions are asked, 3 can be wrong, but 2 should be correct; the third time, there are 5 geometry, 7) fractions, and 8) measurements. and progress through levels. Therefore, they first questions, with 1 mistake allowed; the fourth time, 10 questions are asked, with 5 mistakes The curriculum consists of 73 mini-games that gain mastery over simple tasks and then build on allowed; and the fifth time, 10 questions are asked, with 2 mistakes allowed. cover the above domains of mathematics those accomplishments to complete more complex education. tasks. This staged process approach prevents At the beginning of the game, the player is presented with a mini-game, called ‘Trace’. The information overload. player traces the number 1 and clicks on the ‘OK’ button to indicate that the task has been The game’s design also includes mechanisms that completed. The game then presents feedback, with either a green smiley face or a yellow help players learn the game. The Maths Game In the next section, we review parts of the neutral face. The child has two chances to complete this mini-game. The first time, they employs cascading information theory (Schonfeld, curriculum and how these parts are integrated must successfully complete one out of two possible chances. If they answer correctly, they 2010) to structure the complex learning activities. into the Maths Game. begin to fill in part of a star. The game then closes, and the player has completed the first streak.

Bubble Structure The child taps on the location to play the trace game again. For the second time, they have

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Uganda Maths Game Another game design domain within the Maths mini-games, which refer to the numbers that are three chances to trace the number 1. The number of circles at the top of the mini-game Game is the right level of difficulty (Björk & presented in each mini-game (e.g., 1–5, 1–10). screen again shows how many times they need to complete the game, which in this streak Holopainen, 2005), which refers to the intended The bubble structure sheet also shows the is three times. When the player has traced the number 1, the star fills up more. The game level of difficulty the player experiences. Mini- number of streaks the mini-game will have per closes, and the child must complete one more streak in the tracing game before moving to game difficulty is determined by educational bubble, as well as the number of questions per another game. experts in a bubble structure. ‘Bubble’ or ‘bubble streak. The 73 games are divided into 100 cur- level’ refers to the game’s different levels, and riculum bubbles or sections. A bubble contains the bubble structure dictates which mini-games one or more mini-games presented in random Progress Database need to be played in which bubble. The bubble order. All mini-games must be completed before The Maths Game product owner defines the Once the player has received seven stars, the structure also includes the ranges for the player can continue to the next bubble. progress database, which is closely linked to building is upgraded and a new empty star the curriculum. The progress database deter- banner appears next to it. At the final stage, the A sample bubble structure is shown below: mines how many mini-games must be played star banner disappears and the building is fully to receive a full star in each location. In the upgraded. In each level, stars can be earned at beginning, players receive stars after two or the active location(s), represented by buildings. three mini-games. As the player progresses, Players can identify these buildings by the parti- Fault tolerance Learning Questions in streaks they must complete more mini-games to cles coming out of them, which create a glow. Bubble Mini- game Subject Subtopic Range QType Video in streaks Objectives 1st 2nd 3rd 4th 5th 1st 2nd 3rd 4th 5th receive a full star. In total, each location has They can also find the active location by select-

1000 Numbers ≤10 1-3 SOUND_TO_OBJECT 3 3 3 5 5 10 2 2 4 3 5 seven levels with seven stars each. ing the Game Guide in the overworld, which

1000 Numbers ≤10 1-3 OBJECT_TO_NUM 3 3 3 5 5 10 2 2 4 3 5 causes the camera to pan to the active location.

number 3 3 1000 Numbers ≤10 1-3 SOUND_TO_NUM 3 3 3 5 5 10 2 2 4 3 5

38000 Numbers ≤10 1-3 3 2 2 4 4 5 1 1 3 3 4

8000 Numbers ≤10 1-3 3 3 3 5 5 10 2 2 4 3 5 Audio

1000 Numbers ≤10 1-4 SOUND_TO_OBJECT 4 3 3 5 5 10 2 2 4 3 5 Audio is another key element of game design, recorded on location and sent to War Child’s

1000 Numbers ≤10 1-4 OBJECT_TO_NUM 4 3 3 5 5 10 2 2 4 3 5 as the mini-games contain audio instructions. Amsterdam headquarters, where the team number 4 4 Audio instructions also allow the guide to ensured that the recordings matched the 1000 Numbers ≤10 1-4 SOUND_TO_NUM 4 3 3 5 5 10 2 2 4 3 5 provide support. Each mini-game has a script gameplay. The game developers then imple- 38000 Numbers ≤10 1-4 4 2 2 4 4 5 1 1 3 3 4 that was developed in accordance with the mented the audio into the game. When errors Figure 24. Bubble structure for Uganda in Level 1. mini-game play and design. The audio was were discovered, the audio was re-recorded.

68 69 Video Production Instructional videos are an important component knowledge to be updated and maintained in a onet om of the Maths Game, as instructional videos more timely and efficient manner (Baloian, 2000). ae nt provide players with an active learning component. Studies suggest that video-based education The Maths Game videos match the game’s t provides the same level of teaching and learning learning principles. There are 115 videos for re- as face-to-face education (Zhang et al., 2006). Uganda Maths. The videos follow from the rodtion ut Video education provides time and location flexi- curriculum learning objectives, with each video ae bility, results in cost and time savings for starting with a learning objective. The educa- ut educational institutions, fosters self-directed and tional specialist developed scripts, while War self-paced learning by enabling learner-centered Child created resources for the scripts. The activities, creates a collaborative learning envi- educational specialist decided how each topic rodtion ronment by linking each learner with physically could be explained in a clear and engaging ut t dispersed experts and peers, allows unlimited manner. The videos were locally produced after ae access to electronic learning material, and allows selecting actors, locations, and props.

Game Design Assessment ut t Assessment is critical to ensure that games consider the possibility that learning styles deliver positive learning processes and student developed from games are different from ut t Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Uganda Maths Game outcomes. Appropriate and valid user feedback those developed in the traditional classroom. and performance assessments should there- For example, studies suggest that regular fore be available. gamers are more creative, ambitious, and ut t optimistic about their abilities and circum- ae Assessments must consider individualisation stances. Students who play video games have ut t and adaptability to ensure that the game demonstrated improved visual memory and

ut t

meets the diverse needs of students (Bellotti cognitive skills, especially regarding visualis-

ut t

et al., 2013). Assessment and evaluation must ation and mental maps.

ut t

t ut

Quality Assurance and Playtesting t Quality assurance and playtesting are essential and procedures. The next level illustrates how steps in game design. Testing is conducted dramatic elements, such as premise, character, through all phases, including design, develop- and story, create emotional experiences ment, and post-production. This kind of testing through goals and challenges. According to un is part of the iterative design process, in which Fullerton et al. (2006), the combination of these Figure 25. Model for iterative game design: playtest, evaluate, and revise. Reprinted from “That cloud game: Dreaming (and doing) prototypes are created and immediately tested two levels develops a dynamic system with innovative game design”, by T. Fullerton, 2006, Proceedings of Sandbox ’06 Proceedings of the 2006 ACM SIGGRAPH symposium on with players. This process is also referred to as emergent properties that creates unique play Video games, pp. 51–59 play-centric design (Fullerton et al., 2006). and interactive experiences for players. For this reason, they suggested formal playtesting Figure 25 describes the iterative aspect of throughout production. play-centric design. This model illustrates that games work at several levels. The first level Although we were not able to directly playtest (from concept phase to pre-production phase) with the children, we conducted playtesting and places an emphasis on games as formal technical testing in all phases and at all levels. systems of rules with objectives, mechanics,

70 71 CWTL MATHS PROGRAMME

To support the quality of the education and functionality of the application, the Maths Game com- UGANDA ponents, mini-games, and overall application were also tested. Table 9 describes the levels of LAUNCHED: MAY 2018 testing conducted with the Maths Game, and by whom.

Table 9: Quality Assurance Testing for Uganda Maths Game SOLAR PANELS Generate electricity at day and charge Test On Type of Test Conducted By Description of Test Why is this done? the tablets overnight.

Game The test is a technical To ensure that players can development test that automatically progress through the entire company plays through the entire game and not get stuck by Technical application. This test is run a technical malfunction or at least 20 times once the error in the code. Overall game application is complete to FCACWTL avoid errors in progression. SCI NRC Playtesters Testers play the game from To ensure building SUPIRI SCHOOL Manual beginning to end. progression and rewards are working appropriately.

Product owner, Mini-games are playtested To ensure mini-game The CWTL programme entered into a educational manually from a specialised design is intuitive, meets consortium with NRC, with Save the Mini-games Manual FUNDING 4 TEACHERS Children (SCI), Finn Church Aid (FCA), in specialist, console. educational goals, and is order to provide quality education to playtesters bug-free. children in three refugee settlements in the West Nile region. Content manager, After audio is recorded and To ensure the correct audio Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Uganda Maths Game product owner, implemented, audio is played is implemented in the The consortium, called INCLUDE, Audio Manual playtesters within the mini-game or correct areas of the game. launched in September 2018 when overworld. To ensure game design 1 TEACHING children from schools in BidiBidi, matches audio script. Palorinya, and Imvepi settlements ASSISTANT joined the programme. Content manager, After video is recorded and To ensure the correct video product owner, implemented, video is played is implemented in the playtesters from the video space or the correct areas of the game. Instructional NRC TRAINED STAFF Manual overworld. To ensure the curriculum Collect data manually and visit videos matches instructional the school as frequently as possible videos and the timing of the instructional videos. Prior to this launch, teachers and staff Product owner, After the art has been placed To ensure the latest from all partners got together for an playtesters into the game, several spot artwork is included in the overall teacher training in order to Aesthetics Manual checks are made from the game. To ensure that the prepare for the launch and to learn specialised console and from artwork is country-specific. from NRC’s experiences in Supiri. playing in the overworld.

Management Portal 200 CHILDREN IN PILOT A management portal supports every CWTL classes and to set the level or specific skills for Primary level 1 and AEP level 1 These schools also do not have game. The portal tracks each child’s attend- individual children. On a global level, the man- internet or power, so the CWTL Game After a trial in Supiri over the summer, technical team developed a mobile ance, time played, and progress. Teachers and agement portal provides insight into NRC started implementing in Inayu device management app to automate facilitators can use the portal to monitor the attendance and performance trends, including school in August 2018. data collection from staff bringing a progress of individual children and their whole demographic trends. mobile network to the schools. This enables much more sufficient data NOW 2000 CHILDREN collection for partners. HAVE SIGNED UP

Figure 26. Pilot Implementation: Uganda Maths Game

72 •• Additional student management tools for Since the final quarter of 2017, significant teachers, including the ability to search investment has been made in the portal to student IDs and download saved games; increase and improve functionality. These improvements are listed below: •• Based on feedback from the research teams, new data export files have been •• Backend automation to improve loading developed for easier data access; time for visualisation and data; •• Country supervisor and location manager •• Improved functionality for teachers, provid- user profiles have been added for better ing better insight into student progress and programme management oversight; and attendance through more data and visual In the coming period, work will focus on moni- graphics; toring dashboards and data analytics.

Summary

The CWTL Maths Game uses the de Freitas and Jarvis (2008) game design

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Uganda Maths Game model to blend didactic elements with game design. The curriculum defines clear learning objectives, player goals, and learner content that is delivered through mini-games. The game engine programming defines the player’s Figure 27. Can’t Wait to Learn Management Portal mastery level and provides feedback, allowing the player to proceed or to practise before proceeding. The game’s Implementation progression is drawn from the themed The CWTL Maths game was launched with NRC implemented the program in Inayu school. In progress database, which defines the in May 2018 and it was integrated into their addition to the partnership with NRC, the pro- player’s rewards and building upgrades. Accelerated Education programming. The programme entered into a consortium with Save gramme began in Supiri school located in the the Children (SCI) and Finn Church Aid (FCA), The CWTL Maths Game incorporates the Imvepi refugee settlement in the West Nile with the aim of providing quality education to self-knowledge principle (Gee, 2003) to region, where approximately 200 children in children in three refugee settlements in the create the correct level of difficulty. Primary Level 1 and AEP Level 1 were regis- West Nile region. In September 2018, the con- Players learn not only subject matter tered. Four teachers and one teaching sortium, named INCLUDE, launched in BidiBidi, content, but also about their current and assistant facilitated the CWTL Maths pro- Palorinya, and Imvepi settlements. Prior to the potential capacities. This self-knowledge gramme for the two classes. The teachers and launch teachers and staff from all of the part- acquisition increases student confi- staff from NRC were provided tools to manage ners gathered for an overall teacher training to dence, which is one of the key potential the Maths Game as there were high numbers of prepare and to learn from NRC’s experiences in benefits of educational technology (Beck students. As there is neither electricity nor Supiri. As these schools have limited internet & Wade, 2004). internet in these schools, solar panels were and electricity, the Maths Game technical team used to charge the tablets overnight. Data was developed a mobile device management appli- To ensure the game’s efficacy, testing is collected manually by trained staff from NRC, cation including installing a mobile network in conducted throughout the process who visited the school often. In August 2018, order to automate data collection by staff. This (Fullerton et al., 2006). after a trial in Supiri concluded, NRC enabled efficient data collection for partners.

74 75 Can’t Wait To Learn - Jordan Reading Game Game Design in Jordan Overview

y uuum mnt t

Visual Audio The Can’t Wait To Learn Reading Game is designed to familiarise players with language and reading concepts, to help players complete challenges, and to provide players with opportunities to learn nm NO ntuton o and grow in their reading skills. SUCCESSFUL? YES Visual Audio Development of Arabic Content o oon t

for the Reading Game nn otton In order to inform the development of the The review suggested that all of these compo- n CWTL Arabic component, a review was conducted to nents should be addressed though tablet-based explore previously developed educative games learning to support an effective and feasible in Arabic. No existing suitable games were educative game in Arabic. This approach should Figure 28. Summary of elements from the curriculum and game play functionality in the Jordanian Reading Game. identified. The same review also explored the then be complemented with self-paced learning, elements necessary to include in an educative with or without teachers. game designed to provide instruction in Arabic The CWTL Reading Game resembles social either in a town, village, or city. The choice literacy, and suggestions for game design were Existing materials in both Arabic and other games (e.g., SimCity Social or Farmville). In social between a town, village, or city depends on the formulated (TNO, 2016). languages (mostly English) were reviewed. The games, players build social relationships. Social players’ country. The map is contextualised to

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Can’t Wait Learn To - Jordan Reading Game availability of literacy games for English is quite games provide continuous positive reinforce- match the children’s environment, ensuring a A review of literature on reading acquisition comprehensive, but they mostly target only ment, allowing players to determine their familiar setting. In Jordan, the map contains 15 indicated that for all alphabetic languages, the one or two components of learning to read and progress by entering and exiting game sessions. locations within a neighbourhood, and each process of learning to read is similar and com- do not cover the entire curriculum. The availa- They appeal to players’ ambitions to connect location exists as a room within a building. prises similar components. The following bility of digital materials in Arabic is scarce, and and to collect trophies (Krom, 2012). Social Halfway through the game, the player unlocks a components were identified as important for no Arabic programmes were found to include games also include altruistic actions, private second overworld with 15 locations. Players also literacy: the complete set of literacy components. game spaces, and gaming capitals (trophies or have a separate private space in which they can prizes). In the CWTL Reading Game, players are draw and see the books they have unlocked, as •• Visual perception Concepts for instructional game activities were motivated to help people in their neighbourhood, well as their trophies. designed for all components of literacy. These •• Concepts about print concepts were based on a review of existing digital materials and best classroom practices. •• Phonological awareness Thus, the game teaches skills in vocabulary, •• Alphabetic knowledge listening comprehension, phonological awareness, and visual perception; letters in names, •• Orthographic knowledge sounds, shapes, and syllables; reading words with known letters; writing letters; writing •• Fluency words; and reading comprehension.

•• Vocabulary This section reviews the design of the CWTL •• Comprehension Reading Game, including the game’s goal, core activity, design, curriculum, and quality assur- •• Writing ance testing. Figure 29. Jordan Reading Game in the Neighborhood Mode.

78 79 For example, the player sees more letters, received trophies, and helped the characters which makes the tasks more complex. connect to one another.

There are 64 types of mini-games in the curric- In the following sections, we will focus on the ulum for Grades 1 to 3. Once the player game’s goal, narrative, mechanics, visuals, and completes a full social meter (a wreath), a new rewards. We will then review the design of location opens. By the end of the game, players learning elements and show how these ele- will have completed all of the mini-games, ments contribute to the curriculum.

Game Goal Cognitive psychologists discuss how goal The game experience in the CWTL Reading setting supports consistent management of Game provides players with the opportunity to human action. All games have goals and be social, form relationships with the charac- winning conditions. In digital game-based ters, and uncover each character’s story. The learning, goals can be divided into three cate- game characters are an essential part of the gories (de Freitas & Jarvis, 2008). First is the narrative and help the player identify with the didactic goal. In the Reading Game, the didactic game and its storylines (Björk & Holopainen, goal aims to have players successfully com- 2005). This identification allows the player to Figure 30. Sample minigame 40: Connect Word with Picture (learning principle: word and picture association). plete the reading curriculum for primary school become attached to game elements, including Grades 1 to 3. The second goal is the one characters. The third goal is the assessment of provided by the game experience. Establishing mini-games and other activities related to The CWTL Reading Game differs from social remote regions, the game’s social aspect player experience goals at the outset allows learning goals. The game captures information games in that it is not a multiplayer game (a involves interaction between single players and game designers to focus on what players will on how long a player plays, what games they game in which many players play at the same game characters. There is also a social compo- find interesting and engaging (Fullerton, 2006). play, and which parts they complete. time). Since connectivity is often difficult in nent in classroom interactions outside the game. Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Can’t Wait Learn To - Jordan Reading Game Game Design Game Walk-Through The CWTL Reading Game is designed as a apply knowledge from earlier mini-games to Upon entering the game, the player sees a characters are placed inside each room, and single-player game in which one child plays in more complex mini-games. Players also experi- world in a neighbourhood with different build- their location provides a meaningful link to the their own game world. There are several ence the effects of the incremental principle ings. Each building has rooms the player can storyline. As players progress, they are intro- advantages to a single-player design. First, the (Gee, 2003), in which they have opportunities to enter. Each neighbourhood is linked to a differ- duced to each person in their neighbourhood. player can pause or stop the game session slowly progress from novice to master (Zyda, ent character, for a total of 30 neighbourhood without syncing the session to other players’ 2005). Finally, the single-player design allows for characters. A guide explains the purpose of the If a location shows a bouncing wreath, it is sessions, facilitating a custom learning experi- ease of connectivity. Since the CWTL Reading game, orients the player, and describes next open and available for play. When a location is ence for the child. Second, a single-player Game is implemented in remote regions with steps and required actions. The guide suggests initially open, the tutorial guides the player design provides designers with more control limited connectivity and access to electricity, a certain characters for the player to help and there. When the player clicks on a location, a over difficulty levels while simultaneously multi-player design would not be possible. offers recommendations for how to do this. To small instructional video appears and intro- giving the player control over the pace of learn- trigger and elicit the players’ curiosity about duces the player to a reading concept. After the ing. Third, a single-player design allows The CWTL Reading Game was designed in collabo- this neighbourhood and its inhabitants, video, a mini-game opens. teachers or facilitators to better observe a ration with several partners. Table 10 summarises player’s progress and to provide the right level the elements of the game’s development. of support when needed (Cassidy, 2004). A mini-game is a didactic challenge or problem complete the mini-game. If those attempts fail, Fourth, a single-player design allows for an In the next section, we will review the game that consists of a number of questions. As each the player can begin again or review the incremental implementation of the curriculum. design in detail. We first discuss the game’s question is completed, a smiley face appears at instructional video. As the game progresses, This design allows players to experience the overworld, followed by narrative, game activi- the top of the screen. After successfully com- the mini-games become more challenging and transfer principle (Gee, 2003), where they can ties, game mode, and visual design. pleting three mini-games, the player receives a build on previous tasks. smiley face. The player has several chances to

80 81 Table 10: Elements of the Reading Game’s Development The Game World: Overworld Domain Team Composition Process The overworld is the game world or the environment in which the gameplay or parts of the Overall game Game development The overall game design used the requirements for the Sudanese design and company and War context such as full school curriculum for certification, accessibility gameplay take place. The game world is also development Child product owner through tablets (1/3 of children in Sudan are unlikely to attend the space where the player interacts with school), long-lasting tablets (for remote regions), and design that various game elements. A game world limits does not require interconnectivity. the playing area and the players’ movements Mini-game War Child educational The War Child educational specialist develops the learning goals and and creates a basis for a consistent reality logic design and specialist, War Child education objectives. These are discussed with the product owner, (Björk & Holopainen, 2005). development product owner, game who then discusses the objectives with the game designer, interaction designer, interaction designer, and game programmer. Based on what is technically feasible, designer, game the initial idea for the education objective may change. The game is Play in the CWTL Reading Game begins with an programmer then designed with the interaction designer and game designer, it is open game world view, where the player sees developed, and then tested by the game development team. Once the the entire neighborhood at once. The Jordan game is complete, the product owner reviews the game and approves it for integration into the larger application. game displays a front-back view, which means that the players see the neighbourhood houses Visual game Butterflyworks During the needs assessment and the co-creation process, the local and locations from a front-facing view. This design researcher, future children provide input into the characters and design. Local artists players and users, are selected, and their work is presented to the children for feedback allows players a zoomed-in view while enabling local visual designers and iterations.This includes art in the game world, character art, and them to distinguish individual game elements. art for the mini-games. For the Can’t Wait To Learn Reading Game, this includes the design of the personal space, trophies, books, poems, the journal, and the drawing area. Second Overworld Curriculum War child educational The local curriculum is mapped, and the order of learning objectives is Later, the players’ world switches to a top- design specialist, War Child determined. Per learning objective, suitable mini-games are selected product owner, and placed into the curriculum. For the Can’t Wait To Learn Reading down, high-level view, allowing players a Ministry of Education Game, the educational specialist and product owner define the commanding view while enabling them to content, including words, books, songs, and poems. The Ministry of distinguish individual game elements and to Education then decides which of these elements should be included in follow their progress. the game. Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Can’t Wait Learn To - Jordan Reading Game Educational War child educational The content manager works with the Ministry of Education to Content specialist, War Child define the type of Arabic font, the selection of poems (guided by the Game Mode Design product owner, educational specialist), and the selection of traditional Arabic songs. War Child content The MoE also defines the grammar rules that will be used. The content A game mode is a configuration of the game- Figure 31. Three character rooms: kitchen, living room 1, and manager, Ministry of manager ensures that the required Arabic material is available and play (Sicart, 2008), and a game can have living room 2. Education presented accurately in the content database. The product owner different game modes. Each game mode can reviews the content once it is implemented to ensure accuracy. have different game mechanics or types of Instructional Ministry of The educational specialist develops the scripts, and War Child gameplay. In the CWTL Reading Game, the The character room mode begins when the video design Education, War Child creates resources for the scripts. The scripts are developed in game world consists of five modes: neighbour- player selects an active house and enters a and recording educational specialist the game’s language (Arabic). The video is scripted, and actors, and on-location locations, and props are defined and determined in consultation hood mode, character mode, mini-game mode, character room. In character room mode, the videographers, with the educational specialist. The MoE is present during the personal space mode, and the second over- player can see the corresponding character and War Child content filming for immediate feedback. The War Child content manager world mode. In neighbourhood mode, the player a relationship status meter (a wreath) that manager and the educational specialist review the videos to ensure the can monitor their social meters and can focus indicates the current relationship level. content and educational goals are properly recorded. The videos are also reviewed for language proficiency and to ensure that they their efforts to help characters in one or two match the original scripts. After audio approval, video is shared sites. This choice of sites is limited for two The third game mode includes the educational with the game development team and incorporated into the game. reasons. It limits complexity and allows players mini-games, which launch when the player Audio War Child content The educational specialist develops scripts, and War Child creates to master learning tasks while keeping the clicks on the locations in the game world. Mini- recording manager, War Child resources for the scripts. The scripts are then translated to Arabic. gameplay simple. It also enabled the developers games comprise the core activity and promote product owner, The voiceover actor is selected, and audio is recorded on location. to maintain a reasonably sized application for the game’s educational goals. The mini-game Arabic language The War Child content manager and product owner review the audio specialist, internal recordings to ensure the content has been correctly recorded. The tablets with low processing power, as allowing window can include didactic reading exercises language expert, and audio is also reviewed for language proficiency and to ensure that for more variety would have required more or exercises that require a child to listen to a on location audio it matches the original scripts. After audio approval, audio is shared complex code and a larger application size. song or read a poem or book. producers with the game development team and incorporated into the game.

82 83 Figure 32. Bird’s-eye view of the overworld (world map) in Jordan. The arrow gives the player the option to return to the first over world. Figure 33. Mini-game in which the player is asked to compare the two pictures and select the differences.

The fourth mode is the player’s personal space. The fifth game mode is the second overworld. Mini-game functionality includes these aspects: Here, players can view the different items they Upon reaching the game’s halfway point, the received from their interactions with the char- player ‘unlocks’ a bird’s-eye view of an over- •• Every mini-game is fully explained with •• A score is displayed at the top to show acters, and they can view their progress. They world. The player meets new characters and audio before it starts for the first time. whether the player has performed the task

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Can’t Wait Learn To - Jordan Reading Game can also read books they have unlocked and completes the game in this second overworld. correctly or incorrectly. If the player has made •• Every task in a game is presented in audio. write or draw in a private journal. too many mistakes, he or she is directed to Players can always click the Guide button in the Fail screen. the lower left corner to have the task Core Activities repeated. •• After all tasks have been completed, the Continue button changes into the Finish •• When the player has performed the task, button and/or leads the player to the End Mini-Games they need to click the Continue button at screen. The core learning activity in CWTL is the com- another game. From a game design standpoint, the lower right corner to continue. pletion of the mini-games. A mini-game is an this design principle keeps the players’ experi- •• On the End screen, the player can view the •• In tasks with multiple answers, a Confirm educational task or challenge that must be ence of reality consistent within a game and score bar to see how many mistakes they button appears to check the player’s completed in order for the player to progress in does not interfere with the players’ immersion. have made and the number of points they answers. After this check, the Continue the game. Mini-games challenge players in Mini-games facilitate intrinsic motivation by have received in this exercise. They can also button appears. several ways: through multiple-choice activi- offering players the ability to demonstrate see their player progression in the form of ties in which the player must choose the mastery of their skills and abilities, as dictated trophies or flowers. correct answer, by matching and arranging by Gee’s (2003) achievement principle. letters to images, and by writing letters Increasing mastery creates cognitive immer- correctly. sion (Björk & Holopainen, 2005), in which the Personal Space player fully focuses on problem-solving within The personal space allows for exploration and the personal journal, the player sees their Mini-games are commonly associated with the the game. Cognitive immersion in mini-games stimulates creativity. Players can access the collection of unlocked videos, books, and pro- game design concept of ‘games within games’ (and the rewards discussed later in this personal journal through a menu button at the gress rewards (trophies). They can access (Björk & Holopainen, 2005), which are games chapter) supports a player’s competence and bottom of the screen, which is next to the unlocked videos and books through buttons in played completely within the framework of autonomy (Ryan & Deci, 2000). Teacher button. This easy access makes the the personal space. They also have the option personal journey a central part of the game. In to journal or draw in their diary.

84 85 Core Mechanics Progression and Rewards Mini-Game Progression Core mechanics refers to the actions players As mentioned in Chapter 1, progression can be As mentioned above, a player begins by tapping on The mini-game streaks foster intrinsic motiva- take in the game. The CWTL Reading Game divided into two parts: game progression and a room location within the neighbourhood mode. tion and a sense of succeeding at increasingly uses four simple core mechanics: tap, tap + player progression (Bycer, 2013). In CWTL, Once inside the room, the player taps on a charac- difficult challenges. The challenging and repeti- hold, tap + hold + drag, and scroll. By tapping, a these two types of progression are integrated. ter and a mini-game launches. Thus, the first level tive work required in these streaks is called the player can select the direction of game play and The player cannot progress without also mas- progression is the mini-game progression. Each game’s ‘grind’ (Björk & Holopainen, 2005). select a location. A player can tap the correct tering the mini-games as they are presented. mini-game contains a certain number of questions Despite this grind, players continue playing answers within a mini-game and tap to move According to Gee’s (2003) achievement princi- that must be answered in order to complete the because they are interested in the game. In the to the next mini-game. Tapping can also take ple, players of all levels receive intrinsic rewards learning goal. Together, these questions comprise a CWTL Reading Game the game’s grind is set to the player to their personal space, to view the from the beginning, and the game should be streak. The player can only get a certain amount of low, then gradually increases throughout the videos, to have the guide repeat instructions, or customised to each learner’s level, effort, and questions within a streak wrong before the mini- game. Gee (2003) describes this phenomenon to exit out of areas. The tap + hold mechanic growing mastery while signalling ongoing game is terminated and restarted. The number of in his practice principle, which states that can be used in certain mini-games in which achievements. incorrect questions was initially defaulted to 1 in learners invest more time and effort in con- elements must be held for a few seconds (e.g., the game design, but now this can be changed and texts and situations that interest them. when a player is asked to record their voice This learning principle is evident in the way is adjustable in the bubble structure. after hearing the correct pronunciation of a accomplishments are displayed in the neigh- When players progress quickly, they do not word). The third core mechanic is the tap + hold bourhood mode. There are four levels that let For the first challenge, the player must complete necessarily experience this grind. If players are + drag mechanic, or dragging. The child uses the player know how they are progressing: one correct mini-game task out of three presented. able to learn the didactic principles in each the tap + hold + drag in certain mini-games mini-game progression, social meter progres- Depending on the curriculum requirements for that mini-game quickly, they progress easily and where elements within the mini-game need to sion, level progression, and trophy progression. mini-game, the player sees between one and ten may not have to work hard. For those who find be dragged in order to move letters or lines. A questions and must get a certain number correct in the mini-game questions more difficult, the fourth mechanic is scrolling, in which the player order to pass. For example, in a five-question mini-games repeat until the player achieves swipes to access information in a mini-game mini-game, the player sees three green circles and the required level of learning. window, such as when reading a book or poem. two yellow circles, indicating that three correct answers are required to complete the mini-game. The mini-game streaks allow educational When the player successfully answers the question, experts to design the difficulty level in accord-

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Can’t Wait Learn To - Jordan Reading Game a smiley face appears on one of the green circles. If ance with the reading curriculum content. the player does not answer the question correctly, According to Gee’s (2000) regime of competence an upside-down face appears on one of the yellow principle, the streak mechanic allows the learner circles. Completing one cycle of questions is called a ample opportunity to operate within, but at the ‘mini-game streak’, also known as a ‘winning outer edge of, his or her skills and abilities. The streak’ in game design (Björk & Holopainen, 2005). game, therefore, feels challenging but not ‘undo- Successful mini-game streaks provide the player able’ (Gee, 2003). This is most apparent when with mastery points, which accumulate to eventu- the player completes mini-game streaks to build ally change the player’s in-game mastery level. and upgrade to the next level.

Social Meter Progression The player is now motivated to continue playing at a flower. The player continues playing until the two levels. The first is the social meter or wreath wreath is filled with flowers. When the wreath is that shows their progress within a room; the completed, interaction with the related character second is the completion of trophies as a perma- ends. A new location opens, and the player meets nent reward in their personal space. If the player another character, indicating to the player that successfully completes the mini-game streak, they have reached a new level. When all the they see a second level of progression called the locations have been unlocked once, the player social meter, which appears as a wreath. Once the must return to the original locations in order to streak is complete, the wreath partially fills with upgrade to new levels. A player will need to raise water. When a player completes enough streaks, their social meter several times to collect all the Figure 34. Personal space in Jordan showing a shelf with a silhouette of trophies that will fill up as the player receives relationship points. the wreath fills to the top, and the player receives items for room mode.

86 87 The social meter reflects Gee’s (2003) multi- Level Progression modal principle, in which players ascribe After players have completed the meter pro- different coloured wreath to indicate that they meaning to symbols or designs, and the meter gression in each of the rooms in neighbourhood have reached a new educational level. The first progression symbolises progress and achieve- mode, they revisit the characters four times. level is yellow, followed by blue, orange, and ment. The social meter progression also This allows them to complete the curriculum of red. After completing the red level in all the supports engagement and continued motiva- the first 50 educational bubbles (explained rooms, players unlock and move up to the tion (Ryan & Deci, 2000). below). Each round of visits gives the player a second overworld. Figure 35. Wreath: The social meter for the Jordanian Reading Game.

Trophy Progression Can’t Wait To Learn Narrative and Theme When the social meter (wreath) is full, the The goal of reward design is to construct a system The CWTL Reading Game takes a world narra- rewards provided by the knowledge community player gains a relationship point. When the that can detect and appropriately reward the tive approach to support players’ intrinsic in the game narrative (Cremin & Arthur, 2014). player collects the correct number of relation- players’ actions. Since every game is different, motivation and autonomy (Ryan & Deci, 2000). ship points, they earn a relationship upgrade, every game needs a unique crafted reward system In the tradition of Vygotsky (1978), learning is In order to improve immersion and engagement which occurs by earning a part of the trophy in (Sylvester, 2013). Rewards such as visual meters largely seen as a social activity. Learning should with the game, the CWTL Reading Game has a the player’s personal space and in the location. create a reinforcement schedule that provide the not simply be the assimilation of new knowl- consistent storyline that connects the loca- As the player continues to play, more of the player with blissful productivity, or a state in which edge; it should also be the process by which tions and characters and creates a community. trophy is earned until the trophy is complete players feel happy for working hard and doing learners integrate into a knowledge community. The social relationships the player develops and becomes displayed in their personal space. meaningful and rewarding work (Schonfeld, 2010). Since learning is essentially a social phenome- supports player motivation by creating situated Reward mechanisms such as the completion of The timing of when players anticipate and receive non, learners are likely to be motivated by meaning (Gee, 2003). a trophy support intrinsic motivation while rewards is key to motivation and to the flow giving extrinsic rewards (Wang & Sun, 2011). experience (Csikszentmihalyi, 1990). Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Can’t Wait Learn To - Jordan Reading Game

Figure 36. Examples of trophies from the neighbourhood mode of the Jordanian Reading Game. Figure 37. Example of trophies from the second overworld mode of the Jordan Reading Game.

88 89 OVERALL GAME MINI-GAME VISUAL All design decisions were made to support this characters. Therefore, the CWTL Reading DESIGN AND DESIGN AND GAME DESIGN relationship building. The characters resemble Game’s narrative supports empathy (Marsh et DEVELOPMENT DEVELOPMENT people that players might encounter in their al., 2016) and helps the player build a better daily lives. The neighbourhood mirrors the bond by: (a) listening to the characters’ stories; region in which they live. Players can associate (b) helping the characters; (c) learning more their daily life experiences with their experi- about how the characters feel; (d) communicat- ences in the game. As players complete more ing regularly and positively; (e) doing things mini-games, they deepen their bond with the together; and (f) giving gifts.

Aesthetics As mentioned in Chapter 1, aesthetics are Narrative and graphics must be accurately rep- the most important aspect of player experience. resented for cultural acceptance. Co-creation To ensure that CWTL players effectively connect with local experts and the children can result in with the game, and to empower player agency higher player engagement (Stubbé et al., 2017). (Sun, 2012), all aesthetic elements, including art, For this reason, CWTL designers collaborated audio, and video, are localised and support an with children and local designers in Jordan on the immersive experience (Ryan & Deci, 2000). visual design in the participatory research phase. WAR CHILD WAR CHILD BUTTERFLY WORKS PRODUCT OWNER PRODUCT OWNER RESEARCHER

Co-Creation Participatory research is research conducted designer receives the researcher’s report and ‘with those people whose life-world and mean- designs the game. In participatory design DESIGN WAR CHILD DESIGN FUTURE PLAYERS ingful actions are under study’ (Bergold & (co-design), the research subjects are consid- LEAD EDUCATIONAL LEAD AND USERS Thomas, 2012, p. 2). This type of research is ered the experts and play a critical role in SPECIALIST called co-creation or co-design (Sanders & Jan knowledge creation, idea development, and

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Can’t Wait Learn To - Jordan Reading Game Stappers, 2008). In a classical user-centred concept generation (Sanders & Jan Stappers, process, the designer, researcher, and user 2008). The designer and the researcher, who work separately. The user is a passive contrib- may be the same person, collaborate to gather GAME GAME DESIGN utor, contributing knowledge only through the users’ insights (e.g., organising workshops). The DESIGNER PROGRAMMER LEAD researcher’s inquiry rather than as an equal designer plays a critical role in implementing contributor. The researcher brings knowledge the ideas. Figure 37 below portrays these two GAME DEVELOPMENT from observations and interviews. The different approaches: COMPANY

The War Child educational specialist CLASSICAL vs CO-DESIGN develops the learning goals and educati- LOCAL on objectives. These are discussed with VISUAL DESIGNERS the product owner, who then discusses the objectives with the game designer, interaction designer, and game programmer. Based on what is technically feasible, the initial idea for the education The overall game design used the objective may change. The game is then During the needs assessment and the requirements for the Sudanese context, designed with the interaction designer co-creation process, the local children such as full school curriculum for and game designer, it is developed, and provide input into the characters and oo certification, accessibility through tablets then tested by the game development design. Local artists are selected, and (1/3 of children in Sudan are unlikely to team. Once the game is complete, the their work is presented to the children for attend school), long-lasting tablets (for product owner reviews the game and feedback and iterations. This includes art remote regions), and design that does approves it for integration into the larger in the game world, character art, and art not require interconnectivity. application. for the mini-games.

Figure 38. Classical roles of users, researchers, and designers in the design process (on the left) and how they are merging in the co-designing process (on the right). Reprinted from “Co-creation and the new landscapes of design” by E. B. N. Sanders and P. J . Stappers, 2008, CoDesign: International Journal of CoCreation in Design and the Arts, 4(1), pp. 5–18.

Figure 39. CWTL’s Game Design Process.

90 CWTLs participatory research aimed to docu- CWTL programme; and identify existing MHPSS Simultaneously, the artist design workshop symmetrical to mirror the local architectural ment users’ lived realities, hopes, and dreams (Mental Health and Psychosocial Support) was held. Based on the stories and creative style). This is all presented in a Game Design with sample narratives; identify visual artefacts issues, practice resources, and opportunities output of the children, the artists began defin- Document. relevant to users’ lives; identify existing educa- relevant to CWTL. This research provided infor- ing the characters, drawing the world map, and tion challenges and opportunities relevant to the mation about the game’s ideal visual design. building structures. These sketches were After the workshop, the CWTL design lead worked shared with the children again for feedback. with the artists from the Dutch game developer to This process resulted in a unique game story finalise the game world. Its characters were based The participatory design research conducted story. This process started with creative with local recognisable characters, including 15 on the final sketches made by local designers and for CWTL by Butterflyworks included five research, where the children were asked for characters along with their location and the with the use of the Game Design Document. All activities: social mapping (mapping the chil- their input on illustration style and on social game guide. the art that is used in the various mini-games, dren’s social environment), communication topics. The outcomes of this research were such as word illustrations (1400 illustrations), mapping (an overview of how people in the used in both a children’s workshop and an The co-creation process in the CWTL Reading story book covers (220 illustrations), or find the region communicate), photo observation (using artists’ workshop. Game resulted in a game world that includes difference mini-games (18 illustrations), is created photographs to understand daily lived experi- familiar objects and appropriately dressed char- by local designers guided by the design lead, who ences), collaborative storytelling In the children’s workshop, the children were acters (e.g., the headscarf is worn the right way works remotely. Based on how well this process (understanding children’s dreams, ideas of fun, asked for their input in various creative ways. and the grandfather is wearing a local outfit). The worked for the Jordan Literacy Game, all the game and safety), and visual mapping (understanding They were asked to draw objects and people from buildings also represent familiar shapes, colours, world illustrations were finalised by local artists, children’s visual culture) (see Figure 39 below). their environment, to visualise their dream job and orientations (e.g., in Jordan the buildings are working remotely, after the co-creation workshop. with Play-Doh, and to express social structures or CWTL has worked together with Butterfly working situations with Lego. They also did a Works to develop the visual style and game group activity to describe their ‘fictional’ friend. Guide A player’s first exposure to narrative appears In Jordan, the guide’s name is Eyman. She is a as a guide who invites them to play the game young female teacher who wears culturally with the following text: representative clothing and a hijab (headscarf) GROUP 1 GROUP 2 GROUP 3 GROUP 4 and holds a book in her hand. She has a friendly This is your place. You live here with smile and loves teaching many subjects.

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Can’t Wait Learn To - Jordan Reading Game your community. As you will start to see, there are many different types of As the game progresses, the guide character people living here: neighbours, guides the player to different characters. relatives, and children your own age. They all have things they really like to do. Find out what they enjoy and help Children them to solve any problems they have. Sessions My name is.. This way you can make them happy and then they will reward you. The more people you meet and make happy, the more exciting the place will become. And you have a place where you can exhibit your own creations and reentation ntrodtion rain Modelin la eo achievements! It is a place that you can fill with things you like! The more you Voice Visual do, the more beautiful it will become. Creative input input Sessions The guide character guides players through instructions on how to play the game and where to start. She encourages them to discover which characters they resonate with, supporting Gee’s Figure 40. Co-creation process at Can’t Wait To Learn conducted by Butterfly Works. (2003) telling and doing domain. Figure 41. Jordanian guide, Eyman, in the Reading Game.

92 93 Characters Localised, culturally appropriate characters help Like the people in the children’s daily lives, players identify with the narrative and support every character has a skill. The game demon- Gee’s (2003) commitment learning principle. The strates that basic skills that can be learned at characters are young adults with a mix of ages, home, such as cooking or making bricks, can as children look primarily to young people as role create income-generating opportunities. For models. As players connect their real-world example, cooking leads to owning a restaurant, identity to their newly created virtual identity, and brickmaking leads to work as a builder. The they become more committed to the virtual role models for these characters are young Figure 42. Jordanian characters from the first overworld. world (Gee, 2003). adults.

Table 11: Characters and Locations in Overworld 1 Jordan Reading Game Table 12: Characters and Locations in Overworld 2 Jordan Reading Game

Name of Character Location Vocation Name of Character Location Vocation

Haneen Grandparents’ house next door Grandmother who wants to Omar Park bench near Petra Grandparent arrange a family meeting Tasneem Construction site Electrician Issam Living room Father who wants to refurbish the house Aisha Hospital Nurse

Rama Doctor’s office Doctor Anas Event hall, graduation ceremony Neighbour’s husband (of OW1)

Rania Neighbour’s house - in front of Neighbour who graduated Fares Farm Farmer door, in the stairway Baker Restaurant Chef Sawsan Garden Neighbour with garden Aws Bus and taxi station Driver Houda Kitchen Mom has no idea what to cook and needs help Shadi School Teacher

Enaas traffic light in front of house Traffic police Ayah Zoo Animal keeper Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Can’t Wait Learn To - Jordan Reading Game Elissa salon (visitors’ room) Visitor who lives abroad Hiba Market Supermarket owner Wael Rooftop Uncle Maha Art studio Artist (sculpture) Tamer Grocery store Shopkeeper Yamen Shop Tailor Rayan Under a tree in street Artist/Painter Yaraa Office Engineer/architect Sondus Balcony Aunt (fashionable) Intisaar Sports field Basketball player Muneer On the rooftop at construction Construction worker site Ahlaam Playground Sister

Wesam Field next to the house Football player

Fadi Bedroom Brother

94 95 CURRICULUM INSTRUCTIONAL AUDIO DESIGN VIDEO DESIGN RECORDING Educational Design AND RECORDING The curriculum was originally defined by our learning activities. Cascading information educational partner, TNO, and later by our inter- theory states that information should be nal educational specialist. The didactic released in the smallest possible pieces to framework was co-developed with the Ministry convey the appropriate level of understanding of Education in each location. The following at each point in a game’s narrative. For reading topics are covered as part of the reading example, at the beginning of CWTL, players didactic framework: 1) visual processing, 2) take basic actions. As they become more com- writing, 3) phonemic awareness, 4) vocabulary, 5) petent, they can unlock more difficult actions letter knowledge, 6) listening, 7) reading compre- and progress through levels. They, therefore, hension, 8) pronunciation, and 9) grammar. The gain mastery over simple tasks first and then curriculum consists of 64 mini-games that cover build on those accomplishments to complete the above domains of reading education. more complex tasks. This staged process approach prevents information overload. The game’s design also includes mechanisms that help players learn the game. CWTL In the next section, we review parts of the WAR CHILD WAR CHILD WAR CHILD employs cascading information theory curriculum and how these parts are integrated PRODUCT OWNER CONTENT MANAGER PRODUCT OWNER (Schonfeld, 2010) to structure the complex into the CWTL Reading Game.

Bubble Structure

WAR CHILD WAR CHILD WAR CHILD INTERNAL Another game design domain within CWTL is the number of streaks the mini-game will have EDUCATIONAL EDUCATIONAL CONTENT LANGUAGE the right level of difficulty (Björk & Holopainen, per bubble, as well as the number of questions SPECIALIST SPECIALIST MANAGER EXPERT 2005), which refers to the intended level of per streak. The 64 games are divided into 100 difficulty the player experiences. ‘Bubble’ or curriculum bubbles or sections. A bubble con- ‘bubble level’ refers to the game’s different tains one or more mini-games presented in levels, and the bubble structure dictates which random order. All mini-games must be com- mini-games need to be played in which bubble. pleted before the player can continue to the next MINISTRY ON-LOCATION ON-LOCATION The bubble structure also includes the ranges bubble. In this way, mini-game challenges are OF EDUCATION VIDEOGRAPHERS AUDIO PRODUCERS for mini-games, which refer to the letters that controlled to create the right level of difficulty. are introduced in each mini-game (e.g., 1–5, 1–10). The bubble structure sheet also shows A sample bubble structure is shown below:

MINISTRY MINISTRY OF EDUCATION OF EDUCATION (JORDAN ONLY) (JORDAN ONLY) Learning Questions in streaks Bubble Mini- game Mini-game description Videos Min Max Objectives The educational specialist develops 1st 2nd 3rd 4th 5th scripts, and War Child creates resources The educational specialist develops 40 Connect Picture Word 12,13 5 5 for the scripts. The video is scripted and scripts, and War Child creates resources 110 Easy Reading Book + Comprehension 12,13 1 actors, locations, and props are defined for the scripts. The voiceover actor is and determined in consultation with the selected, and audio is recorded on 60 Copy the Letter 12,13 2 2 educational specialist. The War Child location. The War Child content manager 220 Letter name 12,13 5 5 8 8 and product owner review the audio content manager and educational jiim 22 240 Letter sound + parrot 12,13 3 3 The local curriculum is mapped, and specialist review the videos to ensure recordings to ensure the content has the order of learning objectives is they adhere to content and educational been correctly recorded. After audio 380 Songs and Poems 12,13 1 1 determined. Per learning objective, the goals. After audio approval, video is approval, audio is shared with the game 390 Sound Letter 12,13 5 8 8 8 shared with the game development team development team and incorporated into suitable mini-games are selected 420 Syllable sound 12,13 5 5 8 8 and placed into the curriculum. and incorporated into the game. the game. 460 Trace the Letter 12,13 3 3

Figure 44. Level 1 Bubble structure for Jordan Can’t Wait To Learn Reading Game.

Figure 43. CWTL’s Pedagogical Design Process.

97 Placement Test Progress Database Video Production Example of Curriculum As children may have different ability levels The CWTL product owner defines the progress Instructional videos are an important component Progression before beginning the game, they can take a database, which is closely linked to the curricu- of CWTL, as instructional videos provide players placement test to determine their initial level, lum. The progress database determines how with an active learning component. Studies At the beginning of the game, players or a teacher can manually (without a test) many mini-games must be played to receive a suggest that video-based education provides see a mini-game called ‘Trace the determine their proficiency level by selecting a full star in each location. In the beginning, the same level of teaching and learning as face- Shape’. They trace one of four shapes (a streaming-in point. In this placement test, they players receive stars after two or three mini- to-face education (Zhang et al., 2006). Video triangle, a circle, a cat, or a sailboat) and play a few selected mini-games that test their games. As the player progresses, they must education provides time and location flexibility, click the ‘OK’ button to indicate comple- knowledge on specific learning objectives. If complete more mini-games to receive a full results in cost and time savings for educational tion of the task. The game provides completed correctly, they move on to the next star. In total, each location has seven levels institutions, fosters self-directed and self-paced feedback showing whether the player stage of mini-games. When a child reaches a with seven stars each. learning by enabling learner-centred activities, has completed the task correctly, by level at which they no longer correctly com- creates a collaborative learning environment by displaying a green smiley face or a plete the mini-games in the placement test , Once the player has received seven stars, the linking each learner with physically dispersed yellow neutral face. they enter the game at that level, or ‘stream in’. building is upgraded and a new empty star experts and peers, allows unlimited access to This process ensures that children work at their banner appears next to it. At the final stage, electronic learning material, and allows knowl- The player has three chances to com- own level. the star banner disappears and the building is edge to be updated and maintained in a more plete this mini-game. If they are correct fully upgraded. In each level, stars can be timely and efficient manner (Baloian, 2000). at least once in in each attempt, they The placement test has one screen per stage, earned at the active location(s), represented by begin filling up part of a wreath. The with portraits and a trophy. Each portrait buildings. Players can identify these buildings There are 104 videos for the Jordan Reading game then closes to end the first streak. represents a mini-game, and the child taps the by the particles coming out of them, which application. The Arabic specialist from TNO first portrait to unlock it and start the first create a glow. They can also find the active (Netherlands Organisation for Applied Scientific The player taps on the location again mini-game. The other portraits remain locked location by selecting the Game Guide in the Research) designed the video scripts, which the and plays the game three more times. until the child begins subsequent mini-games. overworld, causing the camera to pan to the MoE reviewed and adapted to match the After the final round, the wreath fills up The child can try five times to complete the active location. game’s learning principles. War Child created completely with water. streak and is allowed one error. additional resources for the videos. The scripts were written in Arabic to match the language

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Can’t Wait Learn To - Jordan Reading Game Audio of the Jordanian game. The videos follow the The figure below describes the first streaming-in points for the placement test: Audio is another key element of game design, curriculum learning objectives and begin by as the mini-games contain audio instructions. addressing the first learning objective of the Audio instructions also allow the guide to first bubble. The educational specialist decided Table 13: Placement Test Streaming-in Points per Bubble Level for Jordan Reading Game provide support. Each mini-game has a script how each topic should be explained. Streaming In Point 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 that was developed in accordance with the                mini-game play and design. As the Jordanian Actors, locations, and props were determined game was in Arabic, the scripts were developed before production , and the video production Bubble Level 1 8 15 20 27 32 37 42 47 51 55 60 65 70 75 in Arabic by TNO. The audio was recorded on company was selected by a tender. The videos location (where a representative of the Ministry were shot locally, with a representative of the of Education was present) and sent to War Ministry of Education present. The first streaming-in point has 3 different mini-games. Later streaming-in points can contain up Child’s Amsterdam headquarters, where the to five mini-games. team ensured that the recordings matched the gameplay. The game developers then implemented the audio into the game. When errors Mini-Bubbles were discovered, the audio was re-recorded. CWTL added a custom feature to the Jordan that children need more practise with the CWTL Reading Game. The Jordan Ministry of numbers 20–30, they can select that mini-bub- Education (MoE) requested mini-bubbles (spe- ble to be played in each tablet. In this way, the cific educational objectives required by the MoE), children receive a curated lesson for the day as which teachers can select and use to teach the teacher deems necessary. Once the lesson is concepts to the entire class, depending on stu- complete, the mini-bubble takes the child back to dents’ needs. For example, if the teacher notices their most current location in the game. Figure 45. Image capture of a Jordan Reading Video.

98 99 Game Design Assessment onet om Assessment is critical to ensure that games consider the possibility that learning styles ae nt deliver positive learning processes and student developed from games are different from outcomes. Appropriate and valid user feedback those developed in the traditional classroom. t and performance assessments should there- For example, studies suggest that regular re- fore be available. gamers are more creative, ambitious, and rodtion ut optimistic about their abilities and circum- ae Assessments must consider individualisation stances. Students who play video games have ut and adaptability to ensure that the game demonstrated improved visual memory and meets the diverse needs of students (Bellotti cognitive skills, especially regarding visualis- et al., 2013). Assessment and evaluation must ation and mental maps. rodtion ut t ae Quality Assurance and Playtesting

Quality assurance and playtesting are essential ut t steps in game design. Testing is conducted through all phases, including design, development, and post-production. This kind of testing ut t is part of the iterative design process, in which prototypes are created and immediately tested with players. This process is also referred to as ut t play-centric design (Fullerton et al., 2006). ae ut t

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Can’t Wait Learn To - Jordan Reading Game Figure 45 above describes the iterative aspect

ut t

of play-centric design. This model illustrates

ut t

that games work at several levels. The first

ut t level (from concept phase to pre-production t ut

t ut

phase) places an emphasis on games as formal t ut

systems of rules with objectives, mechanics, t and procedures. The next level illustrates how dramatic elements, such as premise, character, and story, create emotional experiences through goals and challenges. According to un Fullerton et al. (2006), the combination of these Figure 46. Model for iterative game design: playtest, evaluate, and revise. Reprinted from “That cloud game: Dreaming (and doing) two levels develops a dynamic system with innovative game design”, by T. Fullerton, 2006, Proceedings of Sandbox ’06 Proceedings of the 2006 ACM SIGGRAPH symposium on emergent properties that creates unique play Video games, pp. 51–59. and interactive experiences for players. For this reason, they suggested formal playtesting throughout production.

Although we were not able to directly playtest with the children, we conducted playtesting and technical testing in all phases and at all levels.

100 101 CWTL READING PROGRAMME To support the quality of the education and functionality of the application, the Reading Game JORDAN components, mini-games, and overall application were also tested. The following chart describes LAUNCHED: DEC 2017 the levels of testing conducted with the Reading Game, and by whom:

Table 14: Quality Assurance Testing Summary INITIAL TRIAL Test on Type of test Conducted by Description of test Why is this done?

Overall Technical Game The is a technical test To ensure that players can CWTL MAKANI CENTRES game development that automatically progress through the entire AND company plays through the game and not get stuck by a WCUK JME entire application. technical malfunction or error This test is run at in the code. POC PRIMARY least 20 times once SCHOOLS the application is complete to avoid The CWTL programme in Jordan is errors in progression. implemented through a partnership with War Child UK (WCUK) and the Manual Playtesters Testers play the To ensure progression Jordan Ministry of Education (JME). game from beginning and rewards are working The initial implementation started in to end. appropriately. December 2017 in UNICEF’s Makani 7 FACILITATORS The quasi-experimental study Centres in Azraq camp. This phase was implemented in September Mini-games Manual Product owner, Mini-games are To ensure mini-game design represented the pilot study before 2018 for 18 formal MOE educational playtested manually is intuitive, meets educational the Proof of Concept started in schools and 14 non research specialist, from a specialised goals, and is bug-free. early 2018. schools and is therefore being playtesters console. facilitated by teachers in the public Jordanian Schools. Audio Manual Content After audio is To ensure the correct audio manager, recorded and is implemented in the correct 232 CHILDREN product owner, implemented, audio areas of the game. To ensure playtesters is played within game design matches audio the mini-game or script. For this study, facilitators received Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Can’t Wait Learn To - Jordan Reading Game overworld. FIRST PHASE IMPLEMENTATION training on how to use the game, Instructional Manual Content After video is To ensure the correct video classroom management, and how to (research study) videos manager, recorded and is implemented in the correct support children without interfering product owner, implemented, video areas of the game. To ensure in the research. Facilitators received playtesters is played from the the curriculum matches game manuals, and programme video space or the instructional videos and the staff provided assistance with the overworld. timing of the instructional tablets, the game, and small issues videos. as they arose 59 TEACHERS

Aesthetics Manual Product owner, After the art has been To ensure the latest artwork playtesters placed into the game, is included in the game. To several spot checks ensure that the artwork is are made from the country-specific. specialised console 28 SCHOOLS’ PRINCIPLES AND ASSISTANTS and from playing in the overworld.

Placement Technical Game A technical test To ensure the placement test test development is conducted, by can be completed without A French hardware supplier team playing through the errors in the code and that the supplied the tablets after a placement test. player is at the correct level procurement process in which 2500 upon completing the game. tablets were purchased to prepare for 1883 CHILDREN the larger research study starting in Manual Play testers The testers and To ensure the placement September 2018 and educational educational specialist test’s mini-games are specialist take the presented in the correct placement test. order and with the correct number ranges. To ensure the mini-games are educationally sound and appropriate.

Figure 47. Pilot Implementation: Jordan Reading Game

102 Management Portal A management portal supports every CWTL •• Improved functionality for teachers, provid- game. The portal tracks each child’s attendance, ing better insight into student progress and time played, and progress. Teachers and facilita- attendance through more data and visual tors can use the portal to monitor the progress of graphics; individual children and their whole classes and to •• Additional student management tools for set the level or specific skills for individual chil- teachers, including the ability to search dren. On a global level, the management portal student IDs and download saved games; provides insight into attendance and performance trends, including demographic trends. •• Based on feedback from the research teams, new data export files have been Since the final quarter of 2017, significant developed for easier data access; investment has been made in the portal to •• Country supervisor and location manager increase and improve functionality. These user profiles have been added for better improvements are listed below: programme management oversight; and •• Backend automation to improve loading In the coming period, work will focus on moni- Summary time for visualisation and data; toring dashboards and data analytics. The CWTL Reading Game uses the de Freitas and Jarvis (2008) game design model to blend didactic elements with game design. The curriculum defines clear learning objectives, player goals, and learner content. This content is delivered through mini-games. The game engine programming defines the

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Can’t Wait Learn To - Jordan Reading Game player’s mastery level and provides feedback, allowing the player to proceed to practise before proceeding. The game’s progression is drawn from the themed progress database, which defines the player’s rewards and building upgrades. Figure 48. Screen capture of management portal and its functionality The CWTL Reading Game incorporates the self-knowledge principle (Gee, 2003) Implementation to create the correct level of difficulty. The CWTL programme in Jordan is implemented assistance with the tablets, the game, and Players learn not only subject matter through a partnership with War Child UK and small issues as they arose. Archos supplied the content, but also about their current and the Jordan Ministry of Education. The initial tablets after a procurement process in which potential capacities. This self-knowledge implementation started in December 2017 in 2500 tablets were purchased to prepare for the acquisition increases student confi- UNICEF’s Makani Centres in Azraq camp. This larger research study starting in September dence, which is one of the key potential phase represented the pilot study before the 2018. This quasi-experimental research study benefits of educational technology (Beck Proof of Concept started in early 2018. For this is being implemented in 18 formal MoE Schools & Wade,2004). study, facilitators received training on how to (1055 children) and is therefore being facilitated use the game, classroom management, and by teachers in public Jordanian Schools. In To ensure the game’s efficacy, testing is how to support children without interfering in addition, CWTL is being implemented in 14 conducted throughout the process the research. Facilitators received game non-research schools (826 children). (Fullerton et al., 2006). manuals, and programme staff provided

104 105 Conclusions EDUCATIONAL SPECIALIST PRODUCT OWNER PRODUCT OWNER SOFTWARE PROJECT MANAGER GAME DESIGNER LEAD SOFTWARE ENGINEER Towards the Future

Creates a new Reviews the concept and concept or mini-game defines constraints Discuss constraints

Considering the challenges in the Sudan Pilot In 2017, CWTL moved on to Phase III. The SOFTWARE TEAM (Phases I and II) as lessons learned, it is clear Maths Game was expanded to Jordan and CWTL positively responded to a need: providing Lebanon and the Sudanese Maths Game was children access to quality education, through updated. An Arabic literacy trial in Jordan The new mini-game concept is then divided innovative education technology supported by expanded the programme’s reach in terms of into user stories. strong partnerships. Whilst CWTL does not content. In 2018, a maths trial was started in address all the education needs of out-of- Uganda, with an Arabic reading trial planned for school Sudanese children, the positive results Sudan and an English reading trial planned for Puts weights on the user are a ‘large step in the right direction’. Uganda (to be implemented in late 2018). Weights represent the A user story is used in Agile software stories and complete them amount of time it will development to capture a description of take to complete the a software feature from an end-user user story. perspective. The user story describes the type of user, what they want and why Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Conclusions and helps to create a simplified Table 15: Changes to the Reading Game description of a requirement.

Game Area Current Design New Design Sent back to fix LEAD ENGINEER CWTL SOFTWARE TEAM Overworld There are two game modes: Only town mode will be available. GAME DESIGNER PRODUCT OWNER neighbourhood mode and town DEVELOPMENT TEAM mode.

Story Players receive trophies for helping A stronger story will be implemented. Players will characters. continue to help characters, but the trophies will be illustrations related to each character in a location. Characters will introduce players to the next location and to the next character. For example, the bus driver might ask the player to go to the mechanic to get his Review the work Review the work Integrate it tire fixed. in the game Is it correctly Is it correctly Personal space The personal space offers The personal space will contain the new, story-based implemented? implemented? journaling, reading, drawing, access trophies. The design of the journal will be more like a to trophies, and videos. scrapbook. PLAY TESTERS Curriculum The curriculum and games New games will be offered. Curriculum will be added to encourage language learning. support more gradual incremental language learning with a stronger focus on reading. PRODUCT OWNER Playtesting Playtesters support the quality of Playtesting sessions with children will be held game play and confirm that the before designing new overworld game components. Is it correctly language is correct. Playtesting with children will support increased game implemented? design, game play, and engagement. Feedback from Test the concept the sites will also be integrated into the design of the game.

Quality A game development company Can’t Wait To Learn has begun a contract with a quality Assurance conducts all quality assurance assurance advisor. activities. Double checks the concept This process is Game Process Game development involves the Designers will use a product road map and a more repeated for all game use of sprints. strict, agile methodology. Is it correctly components. implemented? Then the full game is tested for progression and stability.

Figure 49. CWTL’s Agile Game Development Process CONCEPT IS FINISHED 108 Game Development Reading Game The Reading Game is currently being piloted in Jordan, with plans to implement it in Sudan in early 2019. As a result of what was learned from Jordan, changes have been made for future iterations of the game.

To support players in deeper engagement with the game, the Reading Game will be changed in the following ways:

Maths Game In Sudan, Phase I successfully proved children The Future of can learn maths from the game. Phase II went further in understanding the impact on differ- Can’t Wait to Learn ent children and the impact outside of learning The programme has plans for several

Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Conclusions outcomes. Other findings from Phase II are as improvements and changes in the follows: future, including CWTLs iterative approach to improving the game build •• Children learn significantly from the game, and learning outcomes. These improve- with those who know the least learning the ments and changes will include most; generating a standard framework for the game that can be used as a tem- •• The game is gender neutral and promotes a plate; using log/quantitative data and more gender balanced learning experience, user feedback to improve/change the which stimulates and holds the attention of mini-games; infrastructure changes, boys and girls equally; and including strategies for e-waste; using learning assessment to determine which •• Compared to the traditional education areas of learning outcomes need to approaches in Sudan and selected coun- improve; and using artificial intelligence tries, CWTL is more effective for learning to improve software and communica- outcomes than traditional education (when tions (and making adjustments to the measured using EGMA as the standardised game to support that). assessment). The ultimate goal of the CWTL pro- Results of the research from the Maths Games gramme is to provide significant (Jordan, Lebanon, and Uganda) and the Reading numbers of out-of-school children with Game (Jordan) will be forthcoming in 2019. mathematics and literacy by 2020. Research into CWTL will continue to play For further information and the latest results, an important role as the programme please refer to: scales up. CWTL will continue to scale up to other contexts while applying lessons learned and adapting the model and methods to meet the urgent educational needs of children affected by conflict.

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116 117 Annex 1: Mini Mini Description Description game game Uganda Maths Mini-Games 25000 PuzzlePie 40090 Math Problems (Sums) with drawing input Equals 22040 InArow Addition (4 in a row) 41000 Multiple Choice Estimate Your Answers (Objects) 22041 InArow Addition (5 in a row) 41010 Multiple Choice Estimate Your Answers (Numbers) 22050 InArow Substraction (4 in a row) 42000 Round to the Nearest (ten) Mini Mini Description Description game game 22051 InArow Substraction (5 in a row) 42010 Round to the Nearest (one hundred) 100 Hundredsquare 10010 PeopleOnBus Some off 22060 InArow Multiplication (4 in a row) 42020 Round to the Nearest (thousand) 1000 a SOUND_TO_OBJ MultipleChoice Standard 11000 Sums Add 22061 InArow Multiplication (5 in a row) 43000 Multiple Choice Prepositions 1000 b OBJ_TO_NUM MultipleChoice Standard 11010 Sums Subtract 22070 InArow Division (4 in a row) 44000 What is the pattern? (Shapes) 1000 c SOUND_TO_NUM MultipleChoice Standard 11001 Solve the formula: Sum 22071 InArow Division (5 in a row) 44010 What is a pattern? (Numbers) 1010 MultipleChoice 1 Higher Lower 11002 Solve the formula: Subtraction 23000 RepSub 45000 Construct a chart 1001 MultipleChoice Standard Decimals (Jordan) 11003 Solve the formula: Multiplication 24000 Sums with more sums in them 5 + 6 x 2 45010 Construct a table based on data 1030 MultipleChoice Object ThirdQuarter 11004 Solve the formula: Division 24010 Sums with more sums in them 5 + 6 x 2 with writing 45030 Construct a circle diagram based on table 1020 MultipleChoice Meters to Yards 11005 Sums Add Decimals (Jordan) 27000 Measuring Length of an object: How long is it? 46000 How do you pay? (One Object) Jordan 1040 MultipleChoice Shapefind 11020 Sums Add with 10 28000 ShapeRecognition Rect 46010 How do you pay? (Multiple Objects) Jordan 1060 MultipleChoice ObjectLength 11011 Sums Subtract Decimals (Jordan) 27010 Measure: Angles 46020 How do you pay? (One Object) Lebanon 1041 MultipleChoice Shapefind More Shapes 11030 Sums Subtract with 10 28010 ShapeRecognition Triangle 46030 How do you pay? (Multiple Objects) Lebanon 1050 MultipleChoice Ruler 11040 Sums Multiplication 28020 ShapeRecognition Circle 47000 Convert Coins to Paper Money (Jordan) 1070 MultipleChoice CountEggs 11050 Sums Division 28030 ShapeRecognition Square 47010 Convert Coins to Paper Money (Lebanon) 1080 MultipleChoice Input ThirdQuarter 11041 Sums Multiplication Decimals (Jordan) 28040 ShapeRecognition Multiple 49000 Long division 1085 MultipleChoice Input Fracture 11042 Sums Multiplication Fraction and Rational number 29000 Lengths 50000 This number can be divided by 1090 MultipleChoice Multiplication Modification 11090 Sums Equals 32000 The Scale 50010 These numbers can be divided by (Pick the right answer) 3000 Word problem addition 11051 Sums Division: Fraction by rational number 30000 Conversion Metric: Decimeters, Centimeters to Meters 50020 How many times does 1/8 go into 1? 1100 MultipleChoice Numberline Numbershift 11060 Division conversion: Factions to rational numbers 30010 Conversion Metric to Imperial: Inch to centimeter 50030 Pick the right answer: are these lines parallel? 1110 MultipleChoice Pattern Repitition 11070 Multiplication conversions: rational number to fraction 30020 Conversoin Metric to Imperial: Centimeters to Feet 51000 Simplify the numerical expression Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Uganda Math Mini-Games 1120 Multiple Choice Standard: decimal - simple fraction 11080 Addition fractions with same denominator 30030 Conversion Metric to Imperial: Yard to Meters 52000 Colour the cells in the chart that represent decimal numbers 2000 Numberline 1-10 11085 Subtraction fractions with same denominator 30040 Conversion Metric: Decimeter to Meter 53000 Rewrite the addition with negative number into subtraction 2010 Numberline 10-100 12000 FriendsOfTen 30041 Conversion Metric: Decimeter Squared to Meter Squared 54000 Find lowest common denominator prepare for addition 2020 Numberline 100-1000 14010 Ordering EGGS AND MONEY 30050 Conversion Metric: Centimeter to Meter 55000 Find greatest common divisor make a fraction more simple 2030 Numberline 10, 20, 30 … 100 13000 Split Standard 30051 Conversion Metric: Centimeter Squared to Meter Squared 56000 Draw the shape (does not exist?) 2040 Numberline X-X Add X 13010 Split 1 option 30060 Conversion Metric: Decimeter to Centimeter 56010 Draw the shape: angles 2050 Numberline X-X Subtract X 13020 Split 2 options 30061 Conversion Metric: Decimeter squared to Centimeter Squared 57000 Draw the symmetry line 2060 Numberline X-X, Drag, X>

118 119 Annex 2: Jordan Reading Mini-Games

Level Letter Learning objective Level Letter Learning objective 1 listening comprehension / phonological awareness / train fine motor skills / visual perception blend syllables into words / learn letter name / Learn letter sound / listening comprehension / 24 phonological awareness / read easy books / read syllables / read words / visual perception / Write 2 listening comprehension / phonological awareness / train fine motor skills / visual perception the letter / write words / Tips on recognizing siin vs. thaa / Tips on recognizing baa vs. taa vs. thaa 3 listening comprehension / phonological awareness / train fine motor skills / visual perception blend syllables into words / learn letter name / learn letter shapes / Letter sound / phonological ط 25 learn letter name / Learn letter sound / listening comprehension / visual perception / write letters awareness / read easy books / read syllables / read words / visual perception / write letters ا 4 learn letter name / Learn letter sound / Listening comprehension / phonological awareness / building fluency / learn letter name / learn letter shapes / Learn letter sound / letter pronunciation خ 26 و 5 visual perception / write letters / phonological awareness / read easy books / read words / visual perception / write letters learn Letter name / learn letter shapes / learn letter sound / listening comprehension / visual blend syllables into words / learn letter name / learn letter shapes / Letter sound / phonological ي 6 / awareness / read syllables / read words / segment words into syllables / word pronunciation ك perception / write letters 27 write letters learn letter name / Letter sound / phonological awareness / read easy books / visual perception learn letter name / Learn letter sound / phonological awareness / read easy books / read ب 7 ذ write letters 28 / syllables / read words / write letters / write words learn letter name / learn letter shapes / Learn letter sound / phonological awareness / read س 8 easy books / read syllables / write letters blend syllables into words / learn letter name / learn letter shapes / letter pronunciation / Letter sound / listening comprehension / read syllables / read words / visual perception / write letters ق 29 learn letter name / Letter sound / phonological awareness / read easy books / segment words write words / م 9 into syllables / visual perception / write letters building fluency / learn letter name / learn letter shapes / Learn letter sound / phonological Sukun / blend syllables into words / learn letter name / learn letter shapes / Learn letter sound awareness / read easy books / read syllables / read words / visual perception / word ه 30 10 / phonological awareness / read easy books / read syllables pronunciation / write letters / Write the letter learn letter name / learn letter shapes / Letter sound / phonological awareness / read easy learn letter name / learn letter shapes / letter pronunciation / Letter sound / Listening ر 11 books / read words / visual perception / write letters 31 comprehension / read easy books / read words / segment words into syllables / write letters / Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Jordan Reading Mini-Games blend syllables into words / learn letter name / learn letter shapes / Learn letter sound / write words listening comprehension / phonological awareness / read easy books / read syllables / read ف 12 Tips on recognizinf zaay vs thaal / Tips on recognizing jiim vs. haa vs. khaa / Isolated Hamza / words / write letters 32 learn letter name / Learn letter sound / listening comprehension / phonological awareness / read learn letter name / learn letter shapes / Letter sound / phonological awareness / read easy easy books / read syllables / read words / visual perception / word pronunciation / write words ش 13 books / read words / visual perception / write letters learn letter name / learn letter shapes / Letter sound / phonological awareness / read easy ص 33 blend syllables into words / learn letter name / Learn letter sound / phonological awareness books / read syllables / read words / segment words into syllables / write letters read easy books / read syllables / segment words into syllables / write letters / Ta marbuta / ت 14 learn letter name / learn letter shapes / Learn letter sound / read easy books / read syllables / ض isolated and ta mabsutah final form 34 read words / write letters / Write the letter / write words learn letter name / learn letter shapes / letter pronunciation / Letter sound / phonological building fluency / learn letter name / learn letter shapes / Letter sound / listening comprehension ن 15 ظ awareness / read easy books / read syllables / read words / write letters 35 / read easy books / read syllables / read words / write letters / Write the letter / write words learn letter name / learn letter shapes / Learn letter sound / listening comprehension / learn letter name / learn letter shapes / Learn letter sound / letter pronunciation / read easy د 16 phonological awareness / read easy books / read syllables / read words / write letters books / read syllables / read words / Type words / visual perception / write letters / Write the غ 36 blend syllables into words / learn letter name / Letter sound / phonological awareness / read letter / write words 17 easy books / read syllables / visual perception / Shaddah / Tips on recognizing shin vs. shin / Tips on recognizing thah vs. daad / blend syllables into words / learn letter name / phonological Reading words 37 awareness / read easy books / read syllables / read words / Type words / visual perception / learn letter name / learn letter shapes / Learn letter sound / letter pronunciation / Listening Write the letter / comprehension / phonological awareness / read easy books / read syllables / read words ح 18 past tense with feminine sukūn t / blend syllables into words / learn letter shapes / read easy segment words into syllables / write letters 38 books / read syllables / read words / Write the letter / write words blend syllables into words / learn letter name / Letter sound / listening comprehension / Adjunct preposition and maĵrūr noun / blend syllables into words / learn letter name / learn letter phonological awareness / read easy books / read words / visual perception / write letters / 39 ع 19 shapes / Listening comprehension / read easy books / read syllables / read words / Type words write words Present tense feminine / building fluency / read levelled books / read syllables / read words / blend syllables into words / learn letter name / learn letter shapes / Learn letter sound / 40 Type words / Write the letter / write words ل 20 phonological awareness / read easy books / read syllables / read words / write letters / write words Adverbs of place / learn letter shapes / phonological awareness / read levelled books / read learn letter name / learn letter shapes / Letter sound / phonological awareness / read easy 41 words / visual perception / Write the letter ز 21 books / read syllables / read words / visual perception / write letters masculine, and feminine with tā’ marbūṭah / learn letter shapes / read levelled books / read blend syllables into words / learn letter name / Learn letter sound / letter pronunciation / 42 syllables / Write the letter / write words / phonological awareness / read easy books / read syllables / read words / visual perception ج 22 Sun and moon letters / learn letter name / read levelled books / read syllables / read words / write letters 43 Type words / Write the letter / write words learn letter name / learn letter shapes / Letter sound / phonological awareness / read easy infinitive/conjunctions ann and present tense / building fluency / listening comprehension / read ث 23 books / read words / segment words into syllables / write letters / write words 44 levelled books / read syllables / read words / Type words

120 121 Level Letter Learning objective Level Letter Learning objective blend syllables into words / building fluency / learn letter shapes / Listening comprehension / past tense / Letter sound / Listening comprehension / read levelled books / reading 45 76 read levelled books / visual perception / Write the letter / write words comprehension adverbs of time / learn letter names and / learn letter shapes / read levelled books / read present tense / Listening comprehension / phonological awareness / read levelled books / read 46 77 syllables / read words / write words sentences / reading comprehension Learn letter sound / read levelled books / read words / Type words / word pronunciation / write learn letter name / listening comprehension / read levelled books / visual perception 47 78 words imperative mood verb / Listening comprehension / read levelled books / read sentences / read building fluency / listening comprehension / phonological awareness / read levelled books / read 79 48 words / Type words / writing words words / write words kana and asbaha, with singular subject, and noun / phonological awareness / read levelled accusatives mansubat / learn letter name / read levelled books / read words / Type words / 80 49 books / vocabulary visual perception / write words adjective, singular masculine and feminine / listening comprehension / read levelled books / standard exclamation / blend syllables into words / learn letter shapes / read levelled books / 81 50 Type words / write sentences read words / writing words 82 Absolute object / phonological awareness / read levelled books / read sentences / read words 51 phonological awareness / read levelled books / read words / write words Vocative case, using ya / learn letter name / phonological awareness / read levelled books / 83 52 imperative mood using la / read levelled books / read words / Type words / write words read sentences / read words building fluency / learn letter shapes / read levelled books / read syllables / read words / write Listening comprehension / read levelled books / reading comprehension / vocabulary 53 84 words Personal pronouns, objective direct and indirect case / read levelled books / read sentences / 85 54 learn letter name / learn letter shapes / read levelled books / read words / Write the letter Type words / visual perception / write sentences 1st person and subjective personal pronouns / listening comprehension / phonological Hamzat waṣl / Listening comprehension / phonological awareness / read levelled books / read 55 86 awareness / read levelled books / read words / Type words / visual perception / writing words words / reading comprehension / visual perception Dual, masculine and feminine / building fluency / phonological awareness / read levelled books / Hamza on alif-madda / read levelled books / read sentences / read words 56 87 read words / reading comprehension Letters pronounced but cannot be drawn / learn letter name / read levelled books / read 88 57 listening comprehension / read levelled books / read words / Write the letter sentences / read words / writing words coordination prepositions / learn letter name / phonological awareness / read levelled books / tā’ marbūṭah / read levelled books / reading comprehension / write sentences 58 89 Type words / word pronunciation read levelled books / read sentences / read words / vocabulary / writing words Can’t Wait to Learn: Design and Approach to Digital Game-Based Learning - Jordan Reading Mini-Games 90 59 building fluency / read levelled books / read sentences / read words Nūn and tanwīn nunation / phonological awareness / read levelled books / read words / reading 91 60 listening comprehension / read levelled books / Type words / writing words comprehension Punctuation / Letter sound / listening comprehension / phonological awareness / read levelled read levelled books / read sentences / read words / writing words 61 92 books / visual perception 93 Letter sound / phonological awareness / read levelled books / read sentences Words ending with alif maqṣūrah ya’ / Listening comprehension / phonological awareness / 62 read levelled books / Type words / word pronunciation 94 phonological awareness / read levelled books / read words / vocabulary / writing words Isolated middle hamza form, above alif / listening comprehension / read levelled books / read 95 read levelled books / read sentences / reading comprehension / writing words 63 sentences / read words / writing words learn letter name / read levelled books / read sentences / read words / vocabulary / Write 96 64 Counting 1-10 / building fluency / learn letter name / read levelled books / Type words sentences 65 blend syllables into words / listening comprehension / read levelled books 97 read levelled books / read sentences / reading comprehension / writing words 66 read levelled books / read sentences / read words / reading comprehension / write words 98 read levelled books / read sentences / type sentence / Write sentences 67 listening comprehension / read levelled books / visual perception / writing words 99 read levelled books / read sentences / vocabulary learn letter name / listening comprehension / phonological awareness / read levelled books / phonological awareness / read levelled books / read sentences / read words / reading 68 100 read sentences / Type words / write words comprehension / writing words building fluency / read levelled books / read sentences / reading comprehension / visual 101 learn letter name / read levelled books / read sentences / type sentence / vocabulary 69 perception 102 phonological awareness / read levelled books / read sentences Hamza above ya / learn letter name / listening comprehension / read levelled books / read 70 read levelled books / read sentences / reading comprehension / vocabulary / Write sentences words / writing words 103 hamza above a wāw, and Hamza alone / Listening comprehension / read levelled books / read 104 Letter sound / phonological awareness / read levelled books / type sentence 71 sentences / write words 105 learn letter name / read levelled books / vocabulary / writing words from picture read levelled books / read sentences / reading comprehension / Type words / visual perception / learn letter name / read levelled books / read sentences / reading comprehension / type 72 106 word pronunciation / write words sentence / writing words from picture building fluency / listening comprehension / read levelled books / segment words into syllables / 73 107 read levelled books / read sentences / Type words / Write sentences visual perception / write words masculine sound plural / Listening comprehension / phonological awareness / read levelled 108 phonological awareness / read levelled books / read sentences / vocabulary 74 books / read sentences / reading comprehension Listening comprehension / phonological awareness / read levelled books / read words / reading 109 feminine sound plural / listening comprehension / read levelled books / read sentences / read comprehension 75 words / writing words 110 read levelled books / read sentences / vocabulary / writing words from picture

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