Fig 2 - uploaded by Stéphanie Philippe
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Left chart: The dialogue challenge is set for the player to respond. Right chart: The player has 3 in-game options to choose from
Source publication
STEAM is a serious game developed as a medium for helping
teachers to experience multimodality for teaching and learning. A design-based paradigm is adopted to elucidate how in-game design elements coupled with learning may visualize in-game multimodal representations. Multimodality is experienced as a process of creating meaning though connecting...
Context in source publication
Context 1
... player has three options to choose from: one of the dialogue options is the correct, the other is intermediate and the third is not correct. (see Figure 2). When the player selects a dialogue option it is highlighted with a green frame as a visual representation to denote the choice is correct, with a yellow frame to show that the choice is intermediate and with a red frame to signify that the choice is not correct. ...
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Citations
... A game design and usability study of the STEAM game revealed that it balances game mechanics with multimodal learning elements as means to offer a semiotic resource that may help teachers to understand the different meanings of multimodality (e.g. Lameras, Philippe, & Oertel, 2019). The game play represents nonlinear dialogues with a non-player character (NPC) visualising a set of choices for the player to choose from. ...
This chapter examines the use of virtual reality (VR) at Swiss lower secondary schools. Many years of research appear to have produced only limited data on the effects of VR technology on children’s learning success. It is assumed that VR supports the learning theory of constructivism because it allows immersion, interaction, 3D representation, and adoption of multiple perspectives. To investigate the topic, a prototype has been developed for a “Nature and Technology” learning unit on the subject of plastics and their effects on the environment. Divided into five learning blocks, the learning unit provides students with knowledge about the composition, production, and recycling of plastics. In addition, it explores the related environmental consequences and possible solution strategies. Ideas for possible VR applications were developed for each of these blocks. This vision was discussed in four interviews with teachers. The resulting VR application was commented on and evaluated by 19 students of the same class. In a second phase, the teaching unit incorporating VR was compared to a conventional unit by means of a field experiment and two random sample tests measuring impact on the learning success of 82 students. Their learning success was not found to have improved significantly.
... Those conclusions are also in line with Walker and Leary's meta-analysis [9] . Based on previous meta-analysis and systematic reviews [10][11][12][13][14][15] , serious games [16] may also be efficient in various contexts, if combined with informed learning instructions. ...
It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings, spaces, processes, and teaching strategies for discerning a global perspective on constructing the student learning experience. Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially when employed in highly interactive and immersive learning environments such as Virtual Reality (VR). VR environments may aid students' efforts to be active learners through consciously attending to, and reflecting on, critique leveraging reflexivity and novel meaning-making most likely to lead to a conceptual change. This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed, mapped and visualized through distinct VR-design elements and features. The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system design-based paradigms with embodied, situated and reflective praxis in spatial, emotional and temporal VR learning environments.
... Those conclusions are also in line with Walker and Leary's meta-analysis [9] . Based on previous meta-analysis and systematic reviews [10][11][12][13][14][15] , serious games [16] may also be efficient in various contexts, if combined with informed learning instructions. ...
Special issue 2020, publication pending
It is becoming increasingly prevalent in digital learning research to encompass an array of different meanings, spaces, processes, and teaching strategies for discerning a global perspective on constructing the student learning experience. Multimodality is an emergent phenomenon that may influence how digital learning is designed, especially when employed in highly interactive and immersive learning environments such as Virtual Reality(VR).VR environments may aid students' efforts to be active learners through consciously attending to, and reflecting on, critique leveraging reflexivity and novel meaning-making most likely to lead to a conceptual change.This paper employs eleven industrial case-studies to highlight the application of multimodal VR-based teaching and training as a pedagogically rich strategy that may be designed, mapped and visualized through distinct VR-design elements and features.The outcomes of the use cases contribute to discern in-VR multimodal teaching as an emerging discourse that couples system design-based paradigms with embodied, situated and reflective praxis in spatial, emotional and temporal VR learning environments.
The aim of this chapter is to report on school teachers’ perceptions and approaches to multimodality using a serious game. STEAM is a game designed for helping school teachers to gain awareness of how multimodality may be enacted in the classroom for enhancing the student learning experience. The game embraces the notion of multimodal teaching and learning, as a way to present multiple representations of content such as text, images, video, audio and pervasive media, by augmenting modes with tools, teaching strategies and locations as means to create ideational, interpersonal and textual meanings. A questionnaire was employed to school teachers (n = 54) for understanding how multimodality was experienced through using the serious game as (1) stipulating diversity and increasing knowledge retention, (2) developing senses for attaining deeper understanding of the subject topic, (3) involving students into learning design and (4) supporting student’s autonomy and self-direction. The findings revealed an explicit connection between theory and practice as experienced through the game’s semiotic domain whilst contemplating on attempts to transcend experiences of in-game multimodality to lived classrooms.
