Frederik Cornillie

Vocabulary treatment in adventure and role-playing games: a playground for adaptation and adaptivity

Although there is pedagogical support for using computer adventure and role-playing games in order to learn a second language (L2), commercial games often lack the instructional qualities for making their language comprehensible for learners. In an interdisciplinary approach, this paper proposes a technique for adapting in-game text in order to teach L2 vocabulary, grounded in research on second language acquisition and adaptive learning systems.

Mobile Vocabulary Learning: Activities Allowing for Interaction through Input Enhancement

One of the major challenges of mobile (language) learning consists in designing content that is based on sound pedagogical (theoretical) frameworks and empirical findings. At the same time, content should be adapted to the technological constraints of mobile devices (e.g. screen size, keyboard, etc.). Based on a literature review of existing mobile language learning applications and insights from an interactionist perspective in the SLA literature, we propose a design for mobile vocabulary learning. The design is centered around the idea of providing learners with rich input (multimedia material) and opportunities for receiving input enhancement through interaction. We justify the design choices that were made and illustrate the vocabulary activity by means of some screenshots of a prototype model.

Graphics for Serious Games: Infinitex: An interactive editing system for the production of large texture data sets

Recent advancements in graphics hardware have made the use of texture streaming methods feasible for real-time applications. Using these methods, not only texture resolution and detail can be increased up to gigapixel resolution, but when used together with well authored textures these techniques can offer dramatically improved visual quality. However, systems aiding in texture data production itself have received a lot less attention than the streaming and rendering problem. When using current production methods in a texture streaming environment, these methods tend to break down and reduce artist efficiency to the point where the technology is no longer used to its full potential. In this paper we describe the details behind our Infinitex system. Infinitex is a texture creation and editing system that allows the users, i.e. artists, to produce large texture data in an intuitive and interactive way. Our system goes beyond a simple editor, as it incorporates the whole production process from the initial empty environment until the final finished product and addresses all the challenges that arise along the way when producing gigabytes of texture data. In particular, we will focus on versioning, management, continuity, and security. We show how our system, through the use of just-in-time tile generation, offers interactive editing and management operations while meeting all the other constraints imposed on the system.

The tablet for Second Language Vocabulary Learning: Keyboard, Stylus or Multiple Choice

Mobile technologies are increasingly finding their way into classroom practice. While these technologies can create opportunities that may facilitate learning, including the learning of a second or foreign language (L2), the full potential of these new media often remains underexploited. A case in point concerns tablet applications for language practice: while tablets allow writing, as in pen-and-paper exercises, current applications typically offer multiple-choice exercises or fill-in-the-blank exercises that require typing and tapping. This change in medium and practice modality might have an impact on the actual second language-learning. Based on the embodied cognition perspective, this study hypothesizes that, for the learning of French L2 vocabulary, writing leads to better memorization, spelling, and use of diacritics in comparison with typing and completing multiple-choice exercises. This hypothesis is tested in a quasi-experimental classroom-based study in which learners (N=282) practiced French vocabulary on a tablet in one of three modalities: multiple choice, typing, and writing by means of a stylus. Whereas all three practice modalities aided learning, results show that pupils who had practiced vocabulary by writing or typing obtained higher scores on spelling and use of diacritics than the pupils who had practiced by means of multiple choice. Spending more time on learning vocabulary at a higher processing level leads thus to greater vocabulary gains.

Performance in Educational Math Games: Is It a Question of Math Knowledge?

In order to develop game-based learning environments (GBLEs) that accommodate to learners’ needs and individual differences, GBLEs can be enriched with learner models that describe learner profiles from which adaptive instruction can be offered during gameplay. Learner models can encompass several parameters or learner characteristics derived from measurements taken either prior to play (e.g., already available knowledge of the subject matter of which the GBLE is comprised) or during gameplay (i.e., learner behavior in the GBLE). This study makes a case for two skills which may be relevant from the perspective of adaptive gameplay, namely (1) the knowledge or skills with respect to the learning content and (2) the gaming skills. The current study investigates the joint inclusion of both gaming skills and domain knowledge creating learner profiles. In addition, this study sheds light on how performance during gameplay can be attributed to certain learner profiles. To investigate this, a commercially available 3D educational game for primary school children was offered to 53 children of the third grade. Learners’ behavior while playing in the GBLE was captured and logged. Prior to gameplay, math knowledge, and gaming skills were measured. Subsequently, learners’ in-game performance was measured. Results revealed that learners with high or low gaming skills can be distinguished into two learner profiles. More specific, learners with high gaming skills outperformed learners with low gaming skills in more complex mini-games. The findings of this study suggest that a learner’s gaming skills can be taken into account in developing learner profiles and hence in the design and development of GBLEs.

Design of Web-Based Mini-Games for Language Learning: An Evidence-Based and User-Centred Approach

This paper reports on an ongoing project which aims to develop and evaluate web-based mini-games for language learning in an evidence-based and user-centred approach. In recent years, a shift is taking place towards more learner-centred learning environments, and designers of Computer Assisted Language Learning (CALL) software have stressed the need for a user-centred design approach (Colpaert, 2010; Hemard, 2003). In general, there is a growing interest in participatory design, in which users are involved in the design process (co-design), marking a move away from traditional design methods characterized by an expert mind-set (Sanders 2008).