EAL and immersive games - EAL Nexus

Transcription

This project and its actions were made possible due to co-financing by the European Fund for the Integration of Third-Country Nationals
Developing the writing of advanced EAL learners
through the use of 3D immersive adventure games
Chris Pim
Independent Research Project
June 2015
Licence information | This resource is free to use for educational purposes. ©British Council 2015
©British Council 2015
Source | This resource was originally developed by Chris Pim and has been adapted by EAL Nexus.
Collaborators
I would like to thank the following people and schools for their support with
this project:
Pupils and staff at St Mary’s Catholic Primary School, Gosport
Stephen O’Donnell, Year 4/5 class teacher at St Mary’s Catholic Primary
School, Gosport
Students and staff at Brookfield Community School, Southampton
Lyn Anstey, EAL Lead Teaching Assistant at Brookfield Community School,
Southampton.
Abstract
This research project set out to develop pedagogy around the use of photorealistic 3D immersive computer games with advanced EAL learners to
promote more academic use of language and consequently raise standards
in writing. Peripherally, the project also considered the relevance of gaming
technology for 21st-century learning and how ICT can be used to enhance
language learning across the curriculum, including considering the relative
merits of using interactive, touch-sensitive technologies to promote
collaboration.
The study was conducted in two different contexts:
Secondary phase –
• a small-group of three advanced EAL learners from Years 8 and 9
• withdrawal intervention model
• 12 hours of guided teaching sessions in one- or two-hour blocks
Primary phase (Key Stage 2) –
• five advanced EAL learners from Years 4 and 5 in a whole class setting
• collaborative teaching model
• around 30 hours of teaching over a four-week period.
Whilst this research report considers both contexts, illustrative examples and
specific outcomes have been mainly drawn from the Key Stage 2 study.
Context and background
The concept of being an ‘advanced EAL’ learner is complex (DfES, 2007: 2)
and hard to define. It may be useful to refer to Ofsted guidance that defines
advanced bilingual learners as:
…pupils who have had all or most of their school education in the UK
and whose oral proficiency in English is usually indistinguishable from
that of pupils with English as a first language but whose writing may still
show distinctive features related to their language background (Ofsted,
2005: 1)
Seminal studies into the writing of EAL learners (Cameron, 2003 and
Cameron & Besser, 2004) highlighted specific features in writing between
pupils/students using English as a mother tongue (EMT) and those using
English as an additional language (EAL). This research has necessitated a
renewed emphasis on teaching specific aspects of writing for EAL learners in
general and more particularly for those at more advanced stages of learning
EAL. Ofsted (2003) pointed out that,
…the majority of those [EAL learners] at later stages of learning English
and older students are not receiving sufficient support to extend their
English language competence to the higher levels of which they are
capable.
In 2009 The National Strategies released a key document entitled ‘Ensuring
the attainment of more advanced learners of English as an additional
language’. These CPD materials were released in specific response to
evidence which suggested that some advanced learners were not achieving
their full potential in writing across the curriculum. The materials focused, in
part, on strategies to promote more academic types of talk within the
curriculum as a precursor to writing. This resonates with recent research that
suggests ‘expressive language seems to be a much more powerful predictor
of EAL children’s writing than for native-speaking children’ (Murphy, Kyriacou
& Menon, 2015: 12). Many techniques to promote more focused academic
talking were employed in the teaching sequences that emerged within this
research project.
Introduction
The changing paradigm for 21st-century learning
There has been a distinct shift in the way that learners have begun to
integrate technology into their daily lives and these changes have taken time
to filter down into the sphere of education.
Chapter 1 of ‘Innovations in technology for English language teaching’:
In the past, technology has predominately been used to source and
consume information, whereas today’s learners have become
particularly adept at creating and collaboratively developing content for
a wide variety of purposes, for example so-called Web 2.0 tools such as
blogs, forums and wikis. Moreover, children and young people are now
becoming increasingly interested in the concept of ‘content curation’ –
selecting, sifting, showcasing and sharing content with friends, family
and peers (Pim, 2013: 20).
As a result of this shift, teachers are becoming ‘increasingly more inventive in
their approach to engaging technologically savvy learners (Pim, 2013: 21).
Routinely, digital tools are being used creatively by practitioners and learners
to enhance learning across the curriculum.
Using games for language learning
The use of computer games for language learning has been well researched
over many years (Liu, Moore, Graham & Lee, 2002). However, these studies
have, for the most part been related to learning English as a second language
rather than in an EAL context. Moreover, use of games to facilitate language
learning has tended to be connected to the acquisition of functional language
for learners at an early stage of English language learning.
Games have traditionally been used to enhance language learning because
they promote group play, cooperation, natural dialogue, and opportunities to
use language repetitively. However, it has been argued the best digital games
may not necessarily be those that have been specifically designed to teach
English. Some argue that most language learning computer games are
essentially vocabulary drills with game elements tacked on (Dalton, 2005:
20) and no more that thinly disguised tests (Mawer & Stanley, 2011: 15).
About photorealistic immersive games
Most commercially produced photorealistic immersive games have been
produced for the leisure market rather than being specifically aimed at
education. These digital games feature high quality graphics, music and real
digitised speech, often read by actors to enhance authenticity, contributing to
the overall immersion created by playing the game. They are set within
realistically rendered worlds based on real locations, alternative dystopian
realities or make-believe scenarios. Plots may be set in the imagined present,
past or future and tend to be drawn from genres such as adventure, action,
fantasy, sci-fi or horror.
Players tend to interact via a persona or 'avatar' that may be visible or not
during game play. Some games involve only one player, although –
increasingly – modern games feature a multi-player mode. This can add an
extra dimension for collaboration and opportunity to communicate in real time.
There is usually a strong storyline which can often be shaped by decisions
taken during the game, making the player feel more involved. There are often
extensive texts within the game that encourage reading, and most games
require a player to interact with characters and the world environment, collect
objects in an inventory and solve riddles and puzzles to complete the game.
Digital games are subject to an age rating to determine their appropriateness
for children and young people (Pegi). This is an important factor in
determining the choice of game to use within an educational setting.
Games considered for this research project included: The Myst series,
Syberia, The Longest Journey, Tintin: Search for the Unicorn, The Room/The
Room 2 and Amerzone.
Support materials
Most commercially available games have a wealth of support material that
can be accessed online. The game developer usually offers support material
for each game via a dedicated website, offering backstory, additional media
elements, walkthroughs and hints for completing the game. It is also possible
to access game trailers and video walkthroughs from YouTube, and similar
sites, that have been uploaded by other game players.
Playing the game
Modern digital adventure games usually require many hours to fully complete
and it is simply not realistic, nor desirable, to visit all the locations, meet every
character or solve all the puzzles. However, some sections will be more
important than others, such as the beginning sequence and the ending. In
some cases, the plot can be moved on rapidly by showing a video
walkthrough. Some older games allow a user to import a game save position
and current games usually allow progressive saving so that a player can jump
back and forth to different parts of the game. This can be useful if a player
has already played the game all the way through at an earlier time.
Whilst there is obviously merit in allowing pupils to play the game individually,
in pairs or small groups, there is also tremendous potential in playing as a
whole class, projecting game play onto a large digital display. As one pupil
plays the game, peers can suggest where to look, which objects to interact
with, what to say to different characters (if part of the game) and generally
help decide on particular courses of action at major decision points.
Organising the research project
Case study at KS3
This case study, based around the game ‘The Room 2’, was organised
around a model of small group withdrawal intervention teaching sessions.
From an EAL perspective, any decision to withdraw learners from mainstream
lessons needs careful consideration.
A recent Ofsted briefing for section 5 inspections states:
Any withdrawal of EAL learners from a mainstream class should be for
a specific purpose, time limited and linked to the work of the
mainstream class; the subject/class teacher should be involved in all
the planning (2012: 4).
For new to English or beginner EAL learners this type of provision can be
problematic as the quality of talk and access to good language role models is
likely to be reduced. This is partly because the majority of the learners will still
be acquiring both colloquial and academic oracy, and also because
practitioners tend to heavily guide the sessions. Moreover, contextualising
learning for newer to English learners is particularly important and withdrawal
work tends to be relatively more successful when the content is linked directly
to the curriculum. Short sessions are also recommended as learners will need
to catch up on work they have missed in the mainstream, else they risk falling
even further behind their peers.
With more advanced EAL learners, particularly older students, these factors
become less important and there is opportunity to be more creative with the
intervention session, both in terms of content as well as time. However, care
was taken to limit sessions to one or at most two lessons per week and to
vary times to avoid impacting any particular subject too frequently. Not only
did this avoid core subjects, but also those more creative subjects like art and
languages which students enjoyed and had the potential for high
achievement. Most importantly, as advanced EAL learners, students were
more likely to have the necessary oral skills to participate in thinking and
talking exercises at the higher end of Bloom’s Taxonomy (Krathwohl, 2002) .
These sessions provided time and space for students to work on aspects of
academic talk as a prelude to writing (instructional and persuasive texts).
Case study at KS2
This case study, based around the game ‘Amerzone’, was conducted with a
whole class of Year 4/5 pupils containing a number of target advanced EAL
learners. It was conducted in full partnership with a mainstream class teacher.
Partnership teaching, an approach favoured for many years by EAL
practitioners, recognises the benefits of specialists working alongside
mainstream practitioners to plan, deliver and evaluate schemes of work.
Partnership teaching means teachers working together, pooling
knowledge, skills and expertise to develop a curriculum responsive to
the language needs and abilities of all pupils, whether monolingual,
bilingual or multilingual (Bourne & McPake,1991).
In this case study, a full scheme of work (Appendix 1 and 2) was developed
around the chosen digital game. This involved playing the game, watching
game walkthroughs, reading extensive texts, solving codes (ciphers), a jigsaw
activity, playing vocabulary games, evaluating video game trailers, a
dictogloss activity and creating iMovie game trailers. Written elements were
based around descriptive and persuasive text types.
Discourse
Integrating learning across the curriculum
Games like ‘Amerzone’ and ‘The Room 2’ offer the opportunity to unite
learning across the curriculum. These games feature a rich mystery-based
storyline, with a variety of textual sources such as letters, codes and journals.
Players are encouraged to interact with the texts as they reveal clues to
solving puzzles and provide a backstory to events and characters that
enhance the overall narrative.
‘Amerzone’ is set within two historical time periods and a geographical
location that is often taught at KS2, namely rainforests. There are also strong
science links, enabling work around creature adaptation, predator–prey
relationships and habitats. During the topic, for example, there were
opportunities to use microscopes and visualisers to inspect preserved animal
specimens and the behaviour of a Venus flytrap.
An integrated curriculum supports learning by making meaning more
comprehensible (Krashen, 1982), enabling pupils to be relatively more
successful in replicating language learning within new contexts. Through wellplanned sequences of lessons (Appendix 1), EAL learners can be supported
through a ‘message abundant’ approach (Gibbons, 2008) that ensures
learners have numerous opportunities to internalise the main messages of
the lesson. It is also in the quality of teacher-to-pupil talk that Gibbons
describes as having a ‘Janus-like’ quality, which directly scaffolds language
and learning towards a visible end point, such as a group presentation or
independent piece of writing.
Analysing the language demands of the curriculum
Planning to meet the needs of EAL pupils requires practitioners to think
carefully about the additional load placed on acquiring content at the same
time as language. For this reason, practitioners may benefit from analysing
the language demands within their own subject areas and individual schemes
of work. NALDIC, in its briefing paper on ‘Language Demands’, comments
that teachers:
will need to become skilful in analysing the language demands of the
content they are teaching, and be aware that these demands are not
simply to do with an understanding of vocabulary, sentence structures
or text types, which all students will need to become familiar with, but
also how language is related to the context in which it is being used, the
purposes it is used for and the ways in which it is constructed in
different social situations which are taken or granted by native speakers
(2011: 1)
A framework for analysing language demands (Pim, 2010) was used for this
purpose, e.g. for the game ‘Amerzone’ (Appendix 1).
Use of a role play area/discovery corner
Throughout the ‘Amerzone’ project, an area of the classroom was set aside
as a ‘virtual museum’ to progressively reveal to pupils media and artefacts
related to the ‘Amerzone’ world. These included screenshots taken from the
game (blown up large using PosterRazor software), photos of key characters,
maps/globes, different types of printed texts, an egg, old-fashioned artefacts,
QR Codes, audio players with pre-recorded sounds and a Talking Photo
Album containing a narrated version of the main character's journal.
These materials were continually referenced, particularly at the beginning of
the school day, where children were intrigued by any new objects that had
appeared overnight. The appearance of new objects tended to mirror
progress through the game and whatever teaching and learning activities
were planned for that day. Not only did this keep children motivated but it
helped to contextualise learning and make meaning more explicit for the
learners.
In one introductory activity, pupil
interest was piqued by watching
videos of mythical creatures
captured from the ‘Amerzone‘
game.
Using a QR code reader on an
iPad, pupils were able to trigger
the video to play by casting the
iPad’s camera over a specially
prepared QR code.
Use of the Interactive Whiteboard / other presentational devices
Being able to project data onto a
large screen was essential,
whether working in a small group
or a whole class session. In the
secondary withdrawal context, an
HDMI-connected television was
ample, whereas in a whole class
situation a larger screen was
needed to project from
computers, iPads and visualisers.
With attention focused on a large screen, a practitioner can scan faces for
understanding and ensure that learners are fully immersed in the experience.
The interactive capability of the smart board was immensely useful as it
proved possible to blank and/or freeze the screen at times, as well as develop
shared writing experiences, saving and retrieving them between sessions. In
one example, pupils worked in pairs to solve a secret message encoded via a
substitution cipher. This was mirrored on the IWB as a background graphic
and individuals were able to come to the IWB and enter characters and words
using the pen tool as they solved them. Thus, the shared writing could be
saved between teaching sessions and reconstituted whenever needed.
The role of technology in promoting different types of talk to improve
thinking, talking and writing
The ‘use of computers as catalysts and support for learning conversation may
be particularly appropriate and effective for EAL children’, (Wegerif, 2004). In
particular, collaborative play around interactive computer games tends to
encourage exploratory talk.
As Mercer discusses in Words and Minds:
Exploratory talk is that in which partners engage critically but
constructively with each other’s ideas. Relevant information is offered
for joint consideration. Proposals may be challenged and counterchallenged, but if so reasons are given and alternatives offered.
Agreement is sought as a basis for progress. Knowledge is made
publicly accountable and reasoning is visible in the talk (Mercer, 2000:
153)
During group game play, children have to collaborate on decisions to
progress through the game. With the ‘Amerzone’ case study, game play
sessions were predominately conducted in whole class situations, where one
pupil was directed by the rest of the class. Decisions were taken by group
voting and reasoned debates about the next course of action.
Opportunities to promote more academic styles of talk were created through
show-and-tell activities, such as when pupils talked informally about exhibits
from the ‘virtual museum’, and during scientific exploration of objects via the
visualiser. At these times practitioners were mindful of research showing that
the most effective question and answer practice uses sequences to ‘guide the
development of understanding’, moving learning beyond subject content so
that learning becomes a ‘social and communicative process’ (Mercer, 2000:
160). The use of open-ended questioning proved to be relatively successful
with more advanced EAL learners, as it gave them scope to demonstrate a
fuller understanding than could have been obtained by simply answering a
more closed, subject-related question. This strategy was extended to more
formal presentations, such as during critical evaluations of iMovie trailers
created by groups of pupils.
Rehearsing vocabulary and key ideas
An explicit focus on vocabulary development, where words are taught in
context, will help pupils to ‘secure the command of language that they require
for high achievement, particularly at upper primary and secondary school’
(Washbourne, 2013). During both case studies, vocabulary and key concepts
were reinforced through a number of different games such as Top Trumps,
Jenga and Bingo (Appendix 2).
Throughout, there was also an emphasis on introducing words with common
roots e.g. encode/decode, exoskeleton, hydrofloat, vertebrate/invertebrate.
Long words and words derived from Latin or Greek are not necessarily
more difficult for children learning EAL. Long words are made up of
small words and can be made more accessible by breaking them down
into their component parts (DfES, 2006, Unit 2: 72)
Opportunities for developing reading through extensive texts
Both games feature different types of texts, such as cryptic clues, letters,
diaries and even codes. This provided opportunities for a range of directed
activities related to texts (DARTs). For example, in ‘Amerzone’, a jigsaw
activity was used to fast-track pupils' knowledge of the game events through
the contents of the explorer's journal. Specific writings were text-marked on
the IWB to highlight particular features. On other occasions texts were
reconstituted such as in a task to discover the contents of an enciphered
secret message as well as when a model text was revealed orally and
recreated through a dictogloss activity (Appendix 2).
Dictogloss is a particularly powerful and successful activity for advanced EAL
learners. It seamlessly integrates speaking, listening, reading and writing,
enabling pupils to appreciate the nuances of a modelled text type (in this case
persuasion) and understand the voice of the writer. Crucially the pupils never
see the modelled text; they only hear it being read to them. After making
notes about what they have heard, the pupils work in groups to recreate their
own version of the text. Finally each group reads out their version, allowing
the practitioner to tease out particular elements for everyone to hear.
Understanding media literacy and the creation of media-based texts as
a bridge to writing
Digital technologies are a common part of children and young people’s daily
lives. In its handbook on digital literacy across the curriculum, Futurelab
states that:
children need to be able to negotiate information in multiple modes
(textual, visual, audio and so on) and need to learn how meaning can
be represented in those modes (Hague & Payton, 2010: 7)
Photorealistic digital games are replete with multi-modality; 3D visuals,
diagrams, animations, texts, sounds and music combine to create an
immersive experience that cannot fail to captivate interest. There are
numerous spin-offs that enable practitioners to focus on media literacy. In
both case studies the focus on persuasion encouraged input around how
game manufacturers market their games using persuasive game trailers.
Using trailers found on the internet, pupils were asked to evaluate five games
(Appendix 2) according to the agreed criteria. They were encouraged to
consider persuasive techniques used in the narration as well as textual
elements that overlaid the graphics.
Using the trailer feature in iMovie (an iOs app), pupils worked in groups to
produce their own persuasive trailer for ‘Amerzone’. They were given a
choice of using one of five different templates – Coming of Age, Expedition,
Fairy Tale, Narrative and Swashbuckler – and the pupils were also provided
with a corresponding paper template for planning purposes. Images and
movie clips were captured from the game and uploaded onto a set of iPads
using AirDrop. Next the pupils worked collaboratively to place media into the
template and add their own written titles/subtitles and captions. Outcomes
can be viewed on the school’s blog from the link below.
http://stmarysgosport.primaryblogger.co.uk/2015/02/26/amerzone-gametrailers-qr-codes-and-imovie-weve-been-very-busy/
In the final activity, footage of gameplay was captured from the game ‘Temple
Run’ and an audio narration was recorded (taken from the dictogloss activity)
and overlaid onto the video. Outcomes can be viewed from the link below.
http://stmarysgosport.primaryblogger.co.uk/2015/03/05/using-our-persuasivelanguage/
Opportunities for developing writing
There are numerous opportunities for developing thinking, talking and writing
around playing computer games within the full range of text types. When
playing interactive photo-realistic games, it is immediately apparent how
fruitful the medium is for developing descriptive writing, for example around
settings and characters. The format also encourages learners to produce
recounts of game-play sessions. Finding solutions to puzzles and making
progress through the game provides opportunities for instructional and
explanation-based texts. Students can discuss/argue the relative strengths
and weaknesses of any particular game or perhaps the appropriacy of its
age-rating from a player's perspective. Challenging students to write
persuasively, for example by producing game adverts or video trailers, is a
particularly successful activity.
The first significant piece of writing in the ‘Amerzone’ case study involved
descriptive writing (Appendix 2). The pupils created and played a game of
Top Trumps based on the creatures of the ‘Amerzone’ world. After taking part
in a vocabulary Jenga game, which reinforced descriptive adjectives and an
input on descriptive text type, the pupils wrote a descriptive piece about their
preferred chosen creature.
The second piece of writing was based around persuasive technique
(Appendix 2). The pupils were given input on ten persuasive techniques and
played a bingo game to reinforce these concepts. After evaluating a range of
video game trailers against these ten techniques they worked in groups to
produce an iMovie trailer for the ‘Amerzone’ game. Next, as a bridge to the
writing process, the pupils undertook a dictogloss activity using a modelled
text based around the game ‘Temple Run’. Finally the pupils produced a
persuasive advert based on a game of their own choice.
Outcomes (also see Appendix 4)
All pupils, including the EAL learners, produced two independent
(unsupported by adults) pieces of extended writing – the first was a
descriptive piece based around mythical creatures and the second was a
persuasive advert based around the ‘Amerzone’ game (Appendix 4). Pupils
also collaborated on the production of ‘Amerzone’ game iMovie trailers and
video adverts for the game ‘Temple Run’.
Whilst written outputs for EAL learners did not show staggering rates of
improvement, their work clearly showed understanding of the genre,
appropriate use of register and demonstrated many of the features of
description and persuasion. There is a sense that the more advanced the
EAL learner the more significant the writing improvement. Those learners
who were at the early stages of advanced learner status saw the least
benefits in terms of writing.
Anecdotal evidence suggests that all EAL learners participated more
effectively in colloquial discussion, such as through response-pair work,
collaborative games and other group activities. In particular, it was observed
that EAL learners became more confident in academic oral output, such as
during question-and-answer sessions as well as more formal situations like
show-and-tell, peer-critiquing of work and group presentations.
Analysis of questionnaires from the whole class (Appendix 3) showed that
67% enjoyed the lessons as opposed to 14% who were more negative about
the lessons. Also, 47% of the class ‘strongly agreed’ or ‘agreed’ that they
learned more literacy through this project, as opposed to 17% who ‘strongly
disagreed’ or ‘disagreed’. The vast majority were able to correctly identify
which two of the six main text types the work was based upon, clearly
showing they understood the main focuses of the project.
References
Bourne, J. and McPake, J. (1991) Partnership Teaching: Co-operative
teaching strategies for English language support in multilingual classrooms.
Cameron, L. & Besser, S. (2004) Writing in English as an additional language
at Key Stage 2. DfES Publications. Nottingham.
Cameron, L. (2003) Writing in English as an additional language at Key Stage
4 and post-16. Ofsted: HMI 1094. University of Leeds.
Dalton, E. (2005) Language Learning Games: Why, When, and How.
[Electronic version]. Southern New Hampshire University.
Department for Children, Schools and Families (DCSF) (2009) Ensuring the
attainment of more advanced learners of EAL. DCSF Publications. London
DfES.
Department for Education and Skills (DfES) (2007) Ensuring the attainment of
pupils learning English as an additional language: a management guide.
DCSF Publications. London DfES.
Department for Education and Skills (DfES) (2006) Excellence and
Enjoyment: learning and teaching for bilingual children in the primary years.
London DfES.
Gibbons, P. (2008) Challenging Pedagogies: More than just good practice?
NALDIC Quarterly, 6(2), 4–14.
Hague, C. & Payton, S. (2010) Digital literacy across the curriculum. A
Futurelab handbook.
Krashen, S. (1982) Principles and practice in second language learning.
Oxford: Pergamon Press.
Krathwohl, D.R. (2002) A Revision of Bloom's Taxonomy: An Overview.
THEORY INTO PRACTICE 41(4)
Liu, M., Moore, Z., Graham, L. & Lee, S. (2002) A look at the research on
computer-based technology use in second language learning: A review of the
literature from 1990–2000. Journal of Research on Technology in Education,
34(3), 250–273.
Mawer, K. and Stanley, G. (2011) Digital Play: Computer games and
language aims. DELTA Publishing.
Mercer, N. (2000) Words and Minds: How We Use Language To Think
Together . London: Routledge.
Murphy, V.A., Kyriacou, M. and Menon, P. (2015) Profiling Writing
Challenges in Children with English as an Additional Language (EAL).
Oxford University.
NALDIC (2011) Language demands. Available online at:
http://www.naldic.org.uk/Resources/NALDIC/Initial%20Teacher%20Education
/Documents/EALanguagedemands.pdf
Ofsted (2012) English as an additional language: briefing for section 5
inspection. London: OfSTED.
Ofsted (2005) Could they do better? The writing of advanced bilingual
learners of English at Key Stage 2. HMI survey of good practice (HMI
2452)
Ofsted (2003) More advanced learners of English as an additional language
in secondary schools and colleges. Ofsted Publications Centre: HMI 1102
Pim, C. (2013) Emerging technologies, emerging minds: digital innovations
within the primary sector. In G. Motteram (ed.), Innovations in learning
technologies for English language learning (pp. 17–42). London: British
Council.
Pim, C. (2010) How to support children learning English as an additional
language. Cambridge: LDA.
Washbourne, A. (2013) Word Power Pilot: Improving reading for meaning
through expanding vocabulary. Croydon.
Wegerif, R. (2004) The role of ICT as catalyst and support for dialogue
[Electronic version]. NALDIC Quarterly.1(4). Educational Dialogue Research
Unit. The Open University. UK.
Appendix 1 – Planning for ‘Amerzone’ case study
Session
Date
‘Amerzone’ – Content and Activity
0
Last
week of
January
Prepare role play area – rainforest theme, bird egg, journal posters, talking
tins, photos of key characters, Spanish text, maps, microscope, camera, etc.
Introduce topic
• Show the Amerzone official trailer – outline scope of project
1
2/2
2
4/2
3
5/2
4
5–6
Play the game on the IWB – Ps could be asked to come up and play for the
class
• Play the introduction without a visual (only sound) – discuss setting
• Play introduction again (with visuals) – more discussion about setting
• Collect specific language related to setting
• Play up to the point where Valembois dies
Introduce secret message from Valembois
• Explain how a cipher works
• Ps try and break the code (use Cipher ppt to support)
• Reveal message at end of session
Diary extract
• Show the video of the narrated diary
• Talk about the story
• Jigsaw activity – events, locations, creatures, technology
6/2
Continue playing the game – explore house and contents
• Escape house in the hydrofloat
• Use a walkthrough from YouTube (if needed)
9/2
10/2
Introduce various sections from the game – focus on creatures within the
Amerzone
• Introduce Top Trumps activity
• Play Jenga adjectives game (2 sets)
• Ps work on their descriptions of their creature on Top Trumps
• Ps swap and play Top Trumps game
Talk about persuasive techniques in game advertising
• Show the official video trailer of the Amerzone Game
• Discuss the video trailer – content, style, genre, target audience,
PEGI age rating, etc.
• ‘Magpie’ specific language relevant to the genre (Adventure)
• Draw out persuasive techniques used in the video
• Show other game trailers – Ps fill in recording grid
• Play Persuasion Bingo game
7
10/2 pm
8
11/2
Create iMovie persuasive video trailer for Amerzone game
9
23/2
Persuasion Dictogloss (Temple Run)
10–11
25/2
27/2
Writing task – persuasive video game advert
Curriculum
Objectives
Key Activities
Amerzone
Playing the photorealistic immersive
adventure game, ‘Amerzone’.
Language Functions Language Features
Language Structures
rainforest
canopy
To promote more
academic use of oral Playing specific sections as a whole
language as a prelude class using the IWB and watching
to writing
YouTube play-throughs
Watching the ‘Amerzone’ diary video
Reading tasks – diary, coded
message
Features of recount e.g. informal tone,
- Descriptive writing
Word games – Jenga (adjectives)
Animals Top Trumps
Writing Task
- Writing to
persuade
species
predator
prey
decomposer
food chain
Developing a narrative –
past tense, first person perspective,
setting and plot, 5-part story factual
structure
Interacting with role play area
QR Code animals
Ask and answer questions,
make predictions, express
Descriptive language - use of adjectives,
possibility, role play
active verbs, adverbs, simile and metaphor,
hyperbole, e.g.:
Describe, explain and
justify (animal
characteristics)
agile, fierce, majestic, cunning …
stealthily, aggressively …
like lightning, in a flash, razor sharp …
Cause and effect
… because/so that/therefore …
… resulting in/creating/causing …
… consequently … since …
It is possible/likely probable/
certain that …
Time connectives
Explain and Justify – give reasons, compare
Connectives (to reinforce a view)
and contrast
also, additionally, as well,
moreover, etc.
Watching and analysing YouTube
video game adverts
Word games – Bingo, Brucie’s
Generation Game
Dictogloss activity
Making video game advert – iMovie
Trailers
Academic
Vocabulary
Persuasion (game
advertisement)
10 persuasive devices:
rhetorical question, hook, hyperbole,
authoritative tone, emotive language,
alliteration, quotations, personal touch,
repetition, list of three
Simple present tense
Informal register
Facts vs. Opinions
Writing Task
Superlatives – most …, biggest,
largest, etc.
Alliterative phrases
Slogans e.g. ‘Become your world
…’, ‘It’s your world …’
biologist
scientist
botanist
ecologist
poisonous
venomous
medicinal
carnivorous
herbivorous
gameplay
interface
multi-player
collaborative
unique
epic
unrivalled
original
singular
extreme
outstanding
graphic
immersive
Appendix 2 – Example resources for the ‘Amerzone’ case study
Amerzone cryptic
message – Cipher
The White Geese
I have done a terrible thing. I have betrayed the Indians of the
Amerzone, a people who were once my friends. Ten years ago I stole
the last egg of the beautiful birds they call the white geese. I took it back
to Europe for my own gain.
Please make right the wrong I have done. I am an old man and beg you
to return the egg to the Indians. Take the hydrofloat! Once again I wish
to see the majestic birds soaring over the volcanoes of the Amerzone.
Alexandre Valembois
Descriptive vocabulary building – Jenga
Introduction
This is a fun way of introducing or reviewing key
vocabulary or concepts from any curriculum area.
Preparing the game
Place a piece of scotch tape onto one side of each Jenga
block. This preserves the blocks so that they can be reused
time and again. A word or short phrase can be written onto
every block or as many blocks as needed.
Playing the game
The class is split into two teams. One member from the starting team comes forward
and pulls a block out of the Jenga tower. Then, without any help from their
teammates, that pupil must correctly define the vocabulary word/phrase.
If they get the word correct: they put the Jenga block down on the table and a
teammate from the opposing side comes up and has to add that block to the top of the
tower. Then that pupil pulls a block from the tower and the cycle begins again.
If the pupil gets the word incorrect: they put the Jenga block down on the table and
another member from their team must come up and put the block on the top of the
tower. Then that pupil continues the process.
As in the normal game, the team which knocks the tower down is the loser.
amphibious ancient anthropoid aquatic arboreal camouflage
carnivorous cunning curious cute downy extinct feathered feral
ferocious flightless fluffy freshwater gigantic herbivorous horned
indigenous insectivorous intelligent majestic mammalian
medicinal migratory mutant native nervous nocturnal omnivorous
parasitic poisonous polymorphous predatory pygmy saltwater
savage scaly shy simian social solitary spiny tame temperate
territorial timid transgenic venomous vertebrate vicious volcanic
webbed wild
Top Trumps
Bingo Persuasion
Callouts – print, cut out and laminate.
This is an example of personal touch…
This is a quotation…
This is a rhetorical question…
‘How far do you think you can run?’ This is an example of...?
This is an example of alliteration…
‘Glorious Graphics’ is an example of...?
This is an example of how to use emotive language…
‘…a thrilling, exhilarating ride…’ is an example of the use of...
This is an example of hyperbole…
‘…run, run as fast as you can…’ is an example of what?
‘Once you’ve played Temple Run, you’ll never want to sleep
again.’ This sentence is an example of what?
What is this sentence an example of? ‘Minecraft is creative,
educational and fun.’
Solution
Callouts
How far do you think you can
run? This is an example of...?
‘Glorious Graphics’ is an
example of...?
‘…a thrilling, exhilarating ride…’
is an example of the use of...
‘Once you’ve played Temple
Run, you’ll never want to sleep
again.’ This sentence is an
example of what…?
‘…run, run as fast as you can…’
is an example of what…?
What is this sentence an
example of? ‘Minecraft is
creative, educational and fun.’
This is a rhetorical question…
This is an example of
Alliteration…
This is an example of personal
touch…
This is a quotation…
This is an example of
hyperbole…
This is an example of how to
use emotive language…
Bingo Card
Rhetorical question
Alliteration
Emotive language
Hyperbole
Repetition
List of 3
What are you waiting for?
moody music
It’s your world - the adventure is
up to you!
“Temple Run will be an instant
hit” (GameWatchNow 2012),
‘Candy Crush Saga’ – the most
addictive game of all time
An adventure that’s both heroic
and epic
Example Bingo Cards – print, cut out and laminate.
Produced using Osric’s Bingo Card Generator
http://osric.com/bingo-card-generator/
Persuasive devices in video game advertising
Game
Persuasive device
Amerzone
Myst Revelation
Minecraft
Tintin
The Longest Journey
Dictogloss
Introduction
Pupils hear formal language used repeatedly in context and work collaboratively to construct a
similar text. This enables the pupils to adopt the ‘voice’ of the writer. Dictogloss integrates speaking,
listening, reading and writing. However, this activity relies upon the learners never seeing the
original text (except perhaps at the end of the activity).
The 5 stages of Dictogloss
1. The teacher reads the text aloud at normal speed and the children listen without taking notes.
2. The teacher reads the text aloud a second time and the children make notes in a grid provided.
3. The teacher reads the text aloud for the third time and the children add to their notes.
4. The children spend 10–15 minutes in small groups constructing a meaningful, cohesive text that
might contain a number of features of the original.
5. The teacher leads a discussion based on the text written by one or more of the groups. This
discussion might focus on concepts, meaning, cohesion, text type (e.g. persuasion), register, key
phrases, technical vocabulary or any combination of those.
Temple Run
Having stolen a precious artefact you have woken the ferocious
demon guardians and now you must escape from their deadly
pursuit! Immerse yourself in glorious graphics and a moody musical
score.
Test your reflexes as you race down ancient temple walls and along
sheer cliffs. Featuring original 3D game mechanics, tilt and swipe
furiously to perform intricate moves. Avoid obstacles, collect coins
and buy crazy power ups.
According to ‘Game Watch Now’, “Temple Run may be the most
exhilarating and addictive running game of all time”. So, run, run as
fast as you can. But, how far do you think you will get?
Examples of group writing from dictogloss activity (scribed by adult helpers)
Appendix 3 – Evaluation (conducted via an online form)
Gender
Boy (Male) 42%
Girl (Female) 58%
Age
For each statement please say whether you strongly agree (1),
agree (2), are neutral (3), disagree (4) or disagree strongly (5)
Questions about the Amerzone literacy lessons.
I learnt more literacy during these lessons.
1 3 11%
2 10 36%
3 11 39%
4 3 11%
5 1 4%
I found the Amerzone literacy lessons fun.
1 13 46%
2 6 21%
3 5 18%
4 2 7%
5 2 7%
Which parts of the Amerzone lessons did you enjoy most?
us playing it
I enjoyed the part where we got to film because I think IMovie is really fun.
I MOVIE and the writing
I enjoyed it when we made our game trailers.
the animals and there home and the indens
I think I enjoyed the animals and habitats and the goose eggs.
When we played the game.
playing the game.
Making the persuasive adverts on the I pads and uploading them onto YouTube.
playing the game
Doing description about an animal
I enjoyed making the Top Trumps and the Trailer.
getting the ipads and making an advert.
I loved when we made the trailer.
writing abaut the animals.
WHEN WE HAD TO SOLVE THE CODE IN THE TRIBE WRITING AND WHEN WE
PLAYED IT ON THE IPAD AS A CLASS.
Ipad work
I enjoyed the last bit where we did the advert.
Playing the amerzone and writing a description of a amerzone creature.
When we played the games.
none
i pad's and poster making
Playing the game and solving the problems and writing about the Creatures.
Playing the game and writing the story
The last one with the ipads
the ipads
EVERYTHING! (Playing the game)
THE TRAILER
Being able to play parts of the game in the lesson was important.
1 6 21%
2 9 32%
3 6 21%
4 5 18%
5 2 7%
The role play area was important to my enjoyment of the lessons.
1 8 29%
2 4 14%
3 9 32%
4 2 7%
5 5 18%
Do you feel these lessons helped improve your literacy?
1 6 21%
2 10 36%
3 6 21%
4 3 11%
5 3 11%
What were the topic(s) of this literacy unit?
Report writing
1 4%
Explanation writing 0 0%
Narrative writing 0 0%
Descriptive writing 4 14%
Newspaper writing 1 4%
Instruction writing 1 4%
Persuasive writing 18 64%
Other
3 11%
Write down what literacy you can remember from these lessons.
I pads, poster making and perswasive writing
we made a trailer and we made a story and played a game
writing about amerzone creatures
playing the game!
don't know
pow words and adverbs and emotive voice and list of three
WHEN WE MADE THE ADVERTS WHEN WE DESCRIBED THE MYTHIVAL CREATURES
WHEN WE MADE THE GAME CARDS WHEN WE DID THE JENGA MEANINGS GAME
I got better at punctuation and persuasive writing
describing amazon animals just by looking at pictures and playing a game.
Drawing amerzone creatures , doing persuasive writing and playing on the amerzone game.
writing abaut animals the rolply ary.
playing amerzone
newspaper writing anglo sacons
I lerned how to work with others.
When we made an advert , When we played the Jenga game.
writing an advent
Filming other people, using the green screen and writing persuasively.
ipads
AMERZONE!
I can remember some persuasive techniques.
That you can use 10 persuasive categories to make other people want to play.
writing the amazon web footed giraffe in my book.
ipad
list of three
this is the most best game of the centry you have to play this game
How to use a hyperbole. How to use personnel touch. How to use my persuasive writing. How to
use a rhetorical question. How to use emotive language. How to use quotations.
the trailer and game
When we writing about amazon and played Jenga.
Future literacy lessons.
Should there be more opportunities to bring video games into literacy?
1 20 71%
2 2 7%
3 5 18%
4 0 0%
5 1 4%
What video games could we use in literacy?
Mine craft
crossy road
crossy road
None because it doesn't help you learn.
FIFA 15 MINECRAFT POKEMON TETRA MASTERS LITE TETRIX TERRARIA
TEARAWAY LITTLE BIG WORLD
I don't know?
MINECRAFT CROSSY ROADS TEMPLE RUN
Minecraft, Temple Run
Minecraft
cross road temple run animal games Sims 123 flappy bird
fifa minecraft and terraria
Mine craft, crossy road
FIFA
Terraria Minecraft Fifa 15
fifa 15
mindcraft starstables
crosy road
the Lego move videogame
Mine craft , Crossy road , Temple Run
fifa
konektimals halo geagrafikl lego harypotter multelkombat
skate 3
Minecraft Fifa Terraria
flappy bird
Temple run
minecraft
Animals
How could we use your suggested game(s) to learn literacy?
they are easy to do you can do good writing
story
No games can help you learn.
whatever we use we could do poetry.
TO MAKE ADVERTISEMENTS BY MAKING LEAFLETS NEWSREPORT
DONT KNOW WHAT QUISTION MEANS!
Newspaper
write a news paper report
You could use minecraft to help us with
newspaper
we can right imnstructions for it
don't know.
learning about them
instruction writing on how to play minecraft for people who don't know how to play it.
just like the amazon
poetry because I love it
describe it
write instructions
By putting ideas into it
write a letter
the music
About there habitats and what they like and how they catch there pray.
We could write Newspaper articles about the massive sales of these games.
playing the game on the x box
To write a story of us in the game
so we no more about animals
In two games you can do what you want and you can write newspaper article about all of them.
Write a persuasive advert on it.
Which parts of the Amerzone lessons did you not like?
Only the part where you have to press arrows.
playing the game?
the dead animals
The top trumps
playing it
?
WHEN WE HAD TO PLAY THE JENGA
wrting
playing the game itself and cracking codes
Playing the actual game
Most of it.
Breaking codes
I liked it all..
perswasive writing
nothing
not playing the game
not writing
I liked all of it
I like it all
Writing the Temple Run adverts.
The way I didn't get to play the game.
When we had to work out the code
when the year 3/4s came in because little xxx was so anoing and the rest count stop talking it done
my head in so I don't whant them in are class!!!!
all of it
dead animal
None of them.
Appendix 4 – samples of writing from ‘Amerzone’ case study – EAL
Learners - Description and Persuasion
Appendix 5 – Resources and useful links for Amerzone
Amerzone game
https://itunes.apple.com/gb/app/amerzone-explorerslegacy/id562172078?mt=8
https://play.google.com/store/apps/details?id=com.microids.amerzone&hl=en
_GB
http://store.steampowered.com/app/302190/
Amerzone material
Walkthrough (Text)
http://www.fisicx.com/amerzone/walkthrough.htm
Walkthrough (Video)
https://www.youtube.com/watch?v=gGkhmRUKpEQ
Journal
http://lparchive.org/Amerzone/Update%2001/
Video Game Trailers
Amerzone
http://vimeo.com/31797620
The Longest Journey
https://www.youtube.com/watch?v=pBoZI7tmPAM
Myst IV Revelation
https://www.youtube.com/watch?v=eu_lyGIFaa8
The Adventures of Tintin: The Secret of the Unicorn
https://www.youtube.com/watch?v=Ll9mKlmuYbM
Minecraft
https://www.youtube.com/watch?v=MmB9b5njVbA
Useful software
iMovie
https://itunes.apple.com/gb/app/imovie/id377298193?mt=8&ls=1
iMovie Trailer Templates
http://learninginhand.com/blog/2014/8/6/plan-a-better-imovie-trailer-withthese-pdfs
PosterRazor
http://posterazor.sourceforge.net
Osric’s Bingo Card Generator
http://osric.com/bingo-card-generator/
Useful websites
QR Stuff (for making QR Codes)
http://www.qrstuff.com/
Other
Old Map of South America (CC Licence)
http://commons.wikimedia.org/wiki/File:Carte_g%C3%A9n%C3%A9rale_de_
LAm%C3%A9rique_M%C3%A9ridionale_et_des_%C3%AEles_qui_en_d%C
3%A9pendent_%282675754892%29.jpg
Dancing men cipher
http://www.geocachingtoolbox.com/index.php?lang=en&page=dancingMen

EAL and immersive games - EAL Nexus

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