@alba.

monedero
MCDEM La Salle Barcelona
edukgame.wordpress.com

THE PLAYER SCREEN

Screen to follow the progress

of the player and, at the same
time, they can view stats and
other results from peers
connected to the same network.

In this screen they will have to

choose their avatar, related
to the profession they would
like to follow the path. The
avatar will appear bare from
any features, which will be
added along the levels
gathered.
The avatar will not only build its own life (uni, starting a new job,
getting a house, marry, etc), but all of them will be reflected in a
multiplayer screen. This is where all the other gamers of the network will
fund a new city, built by the students thanks to their improvements along
the game.

REWARDS PANEL

The players will be gathering

points for surpassing the
exercises, but at the end of
each level, they will have
gained rewards to improve the
performance of their avatars.
They could choose which path
or another to follow among
some options given by default,
to grow on every step of life.

There will be a sort of guidance with recommendation about which path

to choose, where the system gives hints for a better future of the
avatar. There can be the risk for not taking a good option, but they
wont be able to arrive to some of the goals on the highest level.

There will be also a complementary data about the profession chosen,

and also some messages to motivate the resilience and enthusiasm
towards the game.

ANIMATION SCREEN

The first screen on all levels

will be an animation where the
player has to make the test to
gather points to have more
opportunities during the next
drills.

The animation will have to be

related to the subject chosen
(EX: Maths, Science, English),
and it will focus in a specific
word cluster (EX: Maths
equations / English parts of
the speech).
The words will be explained with an story animation, in which
the meanings will be displayed in its real life environment. It
will be a way to reinforce the learning by introducing them in a
real-life scenario, where they can see how the material learnt
can perform in reality.

ANIMATION SCREEN

During the animation there will be displayed different kinds of

tests, where the player quickly review what just learned. He or
she will have to surpass them in order to gain points for being
able to survive in the next screens. If they lose all their
points, the players will have to repeat the first screen again.
However, the animation will be open to review at any time of the
game, as well as any of the other tests if the player wants to
practice the vocabulary.
Once they have passed the screen, and gain points to have more
life on the next games, the words that are mean to be learnt
for each level, will appear with its definition close to the
elements to have a visual recognition.

For EAL there will be an option to be read in their language.

DRILL AREA

Once they have tasted a

bit of the CALP
vocabulary, they will
have to practice with a
series of exercises
based on classic word
games
HANGMAN, VISUAL CARDS,
SCRABBLE, CROSSWORDS
The games will be independently from the level, the player
could chose them in any stage, repeat them in any moment with
no relation to the rewarding system, but just for practising.
There will be two mode of playing: competition and practice.

DRILL AREA

During the exercises, besides

the definition, there will also
be another resources (graphic,
external info, etc), to
reinforce the visualization of
the concept. It would be linked
to the first interactive screen.

The player wont be able to

access to the next level until
he has not reach a minimum in
the drill exercises.

ASSESTMENT SCREEN

Every three screens, the

player will have a major
assessment in order to
surpass to the next level.
The test can be to pass
the interactive screens
again, this time with no
mistakes, and filling up
the definitions of the
words learned. There
could be fill in blanks
too.

Principles of
GAME based LEARNING

Relate to prior interests of

the learner: focus on their
p e r s o n a l l i f e
P r o v i d e
opportunities
to learners
t o m a k e
decisions

Exposition:
creating
stories in
where the
players
feel to be
involve

Possibility of
choice: player
feels the
power to
d e c i d e .
Competition
and status
Have clear and
meaningful
goals: the
c h i l d r e n
visualize the
aim of their
l e a r n i n g .

Encourage social
between learners:
to social platforms
progression and

interaction
game linked
to follow up
share tips

Intrinsic motivation:
Use of fantasy and
narrative for
engaging content.
Authenticity:
contextual
skills in
l e a r n i n g
processes,
grounded in
practices that
can be roles
and endeavors.
Experimental
learning:
simulation for a
learning by
d o i n g

Self-reliance and
Autonomy: encourages
independent exploration

Concentration: the countdown of

the test help players to focus on
t h e w o r d s l e a r n e d
Challenge:
increasing
levels of
difficulty to
n
o
t
overwhelming
the player
Fr eed o m o f
failure: let
the player to
re pea t a n d
review their
learning at
any time

Progression
and self
learning:
the players
will have
t
h
e
opportunity
to repeat
the test
and do the
assessments
as many
times as
they like

Sense of
mastery:
specializati
o n f o r
virtuosity

Provide
immediate
feedback:
reinforceme
nt of the
definitions
in every of
the games