WIRED for Success:
Digital Games, Simulations and Virtual
Worlds for Language and Literacy Instruction
Stacy Williams, Ph.D.
SpeechPathology.com
November 19, 2008
Presentation Overview
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Participants will describe the differences and similarities
of digital games, simulations, and virtual worlds
Participants will identify a variety of digital
environments and their potential use in language and
literacy intervention.
Participants will explain the importance of immersive
computer mediated environments such as immersive
virtual reality, digital games, and virtual worlds and their
application to language and literacy instruction.
Participants will be able to identify and discuss the
critical components necessary for creating effective
digital learning environments.
Participants will analyze and discuss possible digital
solutions to enhance traditional language and literacy
instruction
DIGITAL GAME TECHNOLOGY
Test Your Knowledge
Do you play video games?
1. Yes
2. No
Test Your Knowledge
Do you use video/on-line games in therapy?
1. Yes
2. No
Test Your Knowledge
Sixty-five percent of American heads of
households play computer and video games
1. True
2. False
Digital Games
aka Computer and Video Games
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Competition / Conflict
Rules / Constraints
Outcomes / Goals
Fun
Competition/Conflicts
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Play against another player (competition)
Play against the system (obstacles)
Play on a team (cooperation)
Gauge for how you are doing
Motivational
Too hard: You give up!
Too easy: Get bored!
Rules and Constraints
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Limits behaviors
Structure game activity
Equality and fairness
Playing a game = Accepting the rules
Outcomes and Goals
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To win
To avoid losing
Play as long as possible
Achieve the highest score
To “Beat the Game”
Fun
• Balance between too easy and too hard
• Balance between too many constraints
and too few
• Immersing yourself into another world or
another character
• Achieving goals
• Beating the other guy
• Learning
Digital Games are a way of life
• Kids play video games regularly
– Age 2-7 play 42 minutes/day
– Age 6-12 play 56 minutes/day
– Age 13-17 play 78 minutes/day
(Gentile and Walsh, 2002)
• Most kids play video games
– 92% of kids play video or computer games
(National Institute On Media and the Family, 2001)
• Low income kids play computer games at
home
– Games are a primary reason for using computers
(Jackson et al., 2005)
Play Movie
So, why digital games in language and
literacy intervention?
Baby Boomers
Generation X
Generation Y
Age: 45-65
Age: 25-45
Age: 5-25
TV generation
Computers
The web
Typewriters
Email
Mobile devices
Memos
Early video games
Instant messaging
Online communities
Video games
Popular Mechanic Magazine (1950)
X Generation Technology
Y Generation Technology
Virtual (Z) Generation
Generation Y and Generation Z
(The Virtual Generations)
• Three out of four teenagers are on-line
• 93% of teenagers are computer users
• Time spent on the Internet is for
entertainment purposes
• Emailing, instant messaging and gaming is
done by the majority of children eight and
older
So, why digital games in language
and literacy intervention?
• Games are engaging and motivating
– Individualized experience
– Challenging
– Rapid feedback
– Goal oriented
– Socialization
Test Your Knowledge
Less than fifty percent of frequent gamers
play computer and video games with friends
1. True
2. False
Test Your Knowledge
The average game player age is 10 years of age
1. True
2. False
Test Your Knowledge
Most parents believe that games are not a
positive part of their child’s life
1. True
2. False
TEST YOUR KNOWLEDGE:
Identify The Top Reason Parents Play
Video Games With Their Children:
1.
2.
3.
4.
5.
Because they are asked to
It’s a good opportunity to socialize with
the child
It’s fun for the entire family
It’s a good opportunity to monitor game
content
None of the above
Motivation
• Fantasy
• Curiosity
• Challenge
Digital game types
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Action
Adventure
Role Play
Strategy
God
Sports
Puzzle
Seven Questions to Ask Before Using a Video
Game/Virtual Sim In the Classroom
1. Is the game’s cognitive load appropriate for your students?
2. Is the game easily modifiable?
3. Does the game align with your standards (local, state,
national)?
4. Can the game present useful outcomes within a short time
period?
5. Does the game train or teach?
6. Does the game track player progress?
7. Are the graphics and gaming quality on par with
contemporary entertainment titles?
Rice, J. (2005) http://edugamesblog.wordpress.com/2008/08/25/seven-questions-to-ask-before-using-a-video-game-in-the-classroom/
Current Language and Literacy Digital
Games
• Examples
(http://www.riverdeep.net/portal/page?_pageid=336,1&_dad=portal&_schema=PORTAL)
– Shavian reversals
Reading Skill Dev.
http://www.earobics.com/gamegoo/gooey.html
http://www.tvokids.com/framesets/gamePicker.html
http://pbskids.org/lions/games/
http://www.bbc.co.uk/schools/laac/story/sbi.shtml
http://www.kidport.com/
On-line Storybooks
http://www.sesameworkshop.org/pinkydinkydoo/podcast_main.php
Authors & Books
http://www.scholastic.com/kids/games.htm
Writing
http://www.readwritethink.org/materials/comic/index.html
http://readwritethink.org/materials/mystery_cube/
http://www.harcourtschool.com/activity/trophies/writing_detective/WD_E_4_2_pre.HTM
http://www.fen.com/studentactivities/WallOfWords/wow19.html
http://www.bbc.co.uk/schools/spellits/ad_menu_flash.shtml
• Comparisons
http://www.ubi.com/US/Downloads/Info.aspx?dlId=55
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How can I make games?
• Off the shelf
– Repurpose
• Mod existing games
– Far Cry
– Neverwinter Nights
• Build games from scratch
– Flash
– C++
• Use game building applications
– Game Builder
SIMULATION TECHNOLOGY
Definition: Simulation
Imitating or estimating how events might occur in a real
situation. It can involve role playing without the aid of
technology, or combinations.
The value lies in placing users under realistic conditions, that
change as a result of behavior of others involved so the user
cannot anticipate the sequence of events or the final
outcome.
Examples: Actors for training medical residents
Flight Simulators
Driving Simulators
War Games
SimCity
VICSR
What Does Virtual Reality Mean
to You?????
Strengths and Weaknesses of
Simulations
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Strengths
Contextual learning
Real life challenges
Meaningful
Repeated learning
Safe environment
Motivating
Challenging
High levels of critical
thinking and problem
solving
Generalization
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Weaknesses
Costly
Difficult to achieve
immersion
Potential physical side
effects associated with
computer generated
environments
Consistency difficult with
use of actors
Virtual Reality and Situated
Learning Paradigms
Situated Learning Paradigm: (Lave, J. & Wenger, E. 1991)
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Practice-based approach with routine, everyday activities
Dynamic and interactive learning environment
Learning occurs in context
Community of learners
Potential for improving generalization of knowledge and skills when
compared to traditional learning paradigms
Studies have found that VR training following a situated learning approach
have improved the acquisition and retention of knowledge in comparison
with traditional lecture. (Grantcharov et.al, 2004)
Situated Learning and Presence
Presence:
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Presence is the extent to which the user feels present
in an artificial environment rather than the immediate
physical environment (Steuer 1992)
A sense of immersion or presence in an actual scenario
is CRITICAL for creating a situated learning environment
Variables that contribute to high degrees of presence
are visual, auditory and interactivity capabilities for an
optimal learning environment
Pilot Survey Data Targeting Patient Use
of Virtual Reality Simulations
The purpose of the patient survey was to determine the following
information:
• What motivates patients to participate in speech, language and hearing
therapy?
• What motivates patients to practice their therapy strategies outside the
therapy environment?
• What are patients’ initial perceptions of immersive virtual reality speech
therapy?
• How do patients currently use computers in therapeutic and daily
environments?
Virtual Reality Survey Data for CHSC
Patients (n=19)
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Enjoy Traditional Therapy
Play games
Helps me communicate better
Easy to talk to people
Fun
Helps me do better in school
Enjoy VR Therapy
Enjoy computer games
Fun to experience
Help provide strategies in
uncomfortable situations
• Fun to learn in a new way
• Real life applications
• Real time feedback
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Dislike Traditional Therapy
Gets boring
Speech homework
One hour therapy is too long
Transportation challenges
Expensive
Timing and inconvenience
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Dislike VR Therapy
New application
Expensive
Lack of human touch
More homework
Additional data from VR Survey for CHSC
Patients (n=19)
Computer games utilized in therapy:
30 % YES (concepts, artic, social skills training)
70 % NO
Computer use by patients: 100%
75% home
25% school
20% library
5%
relative’s house
Majority of that computer use was spent playing on-line
games and surfing the web.
The Virtual Immersion Center for
Simulation Research (VICSR)
Play Movie
Creation of Virtual Reality Scenarios
• 2 types of films were initially
created:
• Student training simulations
• Patient use for Cleveland Hearing
and Speech Center
Targeted Research Group:
Patients with Speech & Language Disorders
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Implement therapeutic strategies and techniques in
a variety of “real life” situations
Practice techniques utilizing biofeedback technology
to help control anxiety levels
Demonstrate to patients the reactions of people and
every day distracters in “real life” settings in a safe
environment
Targeted Research Group:
Pre-Kindergarten Children Targeting Early Literacy
Skills
Investigating digital puppetry techniques
• real-time/live
• 3-D interactive character
• Immersive environment
Real-Time Animated
Characters
By: Michael Molinaro
DEMONSTRATION
Hanson Robotics
Conversational Character Robots
Play Movie
CrazyTalk Software
DEMONSTRATION
http://www.reallusion.com/crazytalk/default.asp
Simulations for Future Language and
Literacy Intervention
• Immerse students in a variety of learning
environments to explore and practice (e.g. space, lost
civilizations, historic moments)
• Reading skill development with virtual characters and
settings
• Animate stories in virtual environments to experience
written work
• Demonstrate appropriate types of speaking in virtual
environments (e.g. negotiation, persuasion, public
speaking)
Current Simulation Research
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Cerebral Palsy
Motor Impairment
Brain Injury
Developmental Disability
Psychotherapy
Autism
Learning Disability
Fluency
VIRTUAL WORLD TECHNOLOGY
Test Your Knowledge:
The frequency of stuttering is similar in
virtual and real world conditions.
1. True
2. False
Definition: Virtual Worlds
A virtual world is an interactive environment
accessed by multiple users through an on-line
interface. Virtual worlds are also called “digital
worlds”.
Examples:
Second Life
Virtual Magic Kingdom
Realmcrafter
Cybertown
Definition: Virtual Worlds
A virtual world is an interactive environment accessed by multiple users through an on-line
interface. Virtual worlds are also called “digital worlds or MMORPG”.
Best for Kids
Disney's Toontown
Mokitown
Virtual Magic Kingdom
Whyville
Best for Teens
Coke Studios
Dubit
Habbo Hotel
The Manor
The Palace
Playdo
Second Life for Teens
The Sims Online
Sora City
There
TowerChat
whyrobbierocks.com
Yohoho! Puzzle Pirates
Best for 20s - 30s
Active Worlds
Cybertown
Dreamville
The Manor
Moove
Muse
The Palace
Second Life
The Sims Online
Sora City
TowerChat
There
Virtual Ibiza
Voodoo Chat
VP Chat
VZones
Worlds.com
Best for Ages 40+
The Manor
Moove
The Palace
There
Traveler
VP Chat
Voodoo Chat
Worlds.com
Yohoho! Puzzle Pirates
6 Features of Virtual Worlds
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Shared Space
Graphical User Interface
Immediacy
Interactivity
Persistence
Socialization/Community
Virtual World Technology:
Teen Second Life
http://teen.secondlife.com/
Second Life is a 3-D virtual world entirely
created by its Residents. Since opening to the
public in 2003, it has grown explosively and
today is inhabited by millions of Residents
from around the globe.
Play Movie
Second Life Statistics
Second Life in the Classroom
Play Movie
Second Life in Education
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Gold Rush
Gold Rush! is a simulation game based on the California Gold Rush experience
National Oceanographic and Atmospheric Administration
The National Oceoanographic and Atmospheric Adminsitration's (NOAA) Island (SLurl) features a real-time visualisation of
the US weather, a tsunami simulation , a ride through a hurricane and a simulation showing the effect of melting glaciers on
the ocean level.
Genome Island
Developed by Professor Mary Anne Clark aka Max Chatnoir, a Professor at Texas Wesleyan University, Genome Island (SLurl)
is focused on using Second Life to teach genetics. Using the building and scripting tools in Second Life, she has created
laboratories where students can take part in virtual experiments that produce analyzable data.
Historical Re-creations and Re-enactments, Living and Immersive Archeology
Kids Connect - Collaborative performance and storytelling in Second Life
The Kid's Connect project illustrates how Teen Second Life can allow kids can connect with kids in other countries and
construct a connected performance while learning about other cultures.
Virtual Tourism, Cultural Immersion and Cultural Exchange
Global Kids' Digital Media Initiative
The Global Kids project, based in New York and supported by the MacArthur Foundation, is focused on raising young
people's awareness on a range of issues including human rights, the rights of the child, the environment and respecting
difference.
Support and Opportunities for People with Disabilities
http://sleducation.wikispaces.com/educationaluses#roleplays
Second Life: Language and Literacy
Goals and Objectives
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Vocabulary
Writing
Research
Communication
Assigned Readings
Creativity
English as a Second Language
Foreign Language Partners
Virtual Worlds for Speech, Language and
Hearing Intervention
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Socialization
VOIP technology and written text
Challenging
Motivating
RPG capability
Sense of community
Contextually based
Creativity
Current Virtual World Research for
Learning
• Collaborative Virtual Environments for People
with Autism
• Social conventions in virtual environments for
ASD
• English as a Second Language on a Virtual
Platform
• Social Networking
NEW Virtual Simulation Project
Advocacy
• What can we do?
– Be selective in what you choose and buy
– Consider designing your own games
• If you have an idea and can’t program seek an
independent programmer-you’re the SME
– Look for grant funding
– Get your associations involved
• Competitions
Question and Answer
Stacy Williams, Ph.D.
[email protected]
216-368-3352
Mace Mentch, Ph.D.
[email protected]
216-368-4690